{"id":348,"date":"2025-06-23T09:45:20","date_gmt":"2025-06-23T06:45:20","guid":{"rendered":"https:\/\/elmadil.com\/blog\/?p=348"},"modified":"2025-06-23T10:54:44","modified_gmt":"2025-06-23T07:54:44","slug":"b1-2-nedir","status":"publish","type":"post","link":"https:\/\/elmadil.com\/blog\/b1-2-nedir\/","title":{"rendered":"B1.2 (B1+) Nedir?"},"content":{"rendered":"

B1.2 nedir?<\/strong><\/a> O, uluslararas\u0131 CEFR standard\u0131nda B1 (Intermediate – Orta Seviye)<\/strong><\/a> etab\u0131n\u0131n ikinci ve son yar\u0131s\u0131d\u0131r. Bu seviyenin temel amac\u0131, B1.1’de \u00f6\u011frenilen Present Perfect Tense<\/strong> gibi g\u00fc\u00e7l\u00fc gramer ara\u00e7lar\u0131n\u0131 sa\u011flamla\u015ft\u0131rmak ve \u00fczerine Passive Voice (Edilgen \u00c7at\u0131)<\/strong>, Reported Speech (Dolayl\u0131 Anlat\u0131m)<\/strong> gibi dili daha esnek ve farkl\u0131 a\u00e7\u0131lardan kullanman\u0131z\u0131 sa\u011flayacak yeni ve sofistike yap\u0131lar eklemektir. Bu, “c\u00fcmle kurabilmekten”, “fikirleri farkl\u0131 \u015fekillerde ifade edebilmeye” ge\u00e7i\u015ftir. Bu kapsaml\u0131 rehberde, \u0130ngilizce B1.2 konular\u0131n\u0131<\/strong>, gramerini ve hedeflerini derinlemesine inceleyece\u011fiz. B1.1 ve B1.2 aras\u0131ndaki temel farklar\u0131<\/strong><\/a> netle\u015ftirecek, bu seviyede ustala\u015faca\u011f\u0131n\u0131z yeni ve karma\u015f\u0131k yap\u0131lar\u0131 anla\u015f\u0131l\u0131r \u00f6rneklerle a\u00e7\u0131klayaca\u011f\u0131z. B1 seviyesini tamamlayan bir \u00f6\u011frencinin neler yapabilece\u011fini<\/strong> detayland\u0131racak ve sizi \u0130ngilizce ser\u00fcveninizin bir sonraki b\u00fcy\u00fck ad\u0131m\u0131 olan B2 (Upper-Intermediate) seviyesine ta\u015f\u0131yacak stratejik bir yol haritas\u0131 sunaca\u011f\u0131z. Haz\u0131rsan\u0131z, \u0130ngilizce’de ba\u011f\u0131ms\u0131zl\u0131\u011f\u0131n\u0131z\u0131 peki\u015ftirip ustal\u0131\u011fa giden yola \u00e7\u0131kal\u0131m.<\/p>\n

<\/p>\n

\n

B1 Haritas\u0131nda B1.2 – Ba\u011f\u0131ms\u0131zl\u0131\u011f\u0131 Peki\u015ftirme ve Ustal\u0131\u011fa Haz\u0131rl\u0131k<\/strong><\/h2>\n

B1.2’yi anlaman\u0131n en iyi yolu, onun B1.1’in \u00fczerine ne katt\u0131\u011f\u0131n\u0131 g\u00f6rmektir. B1.2, bir “peki\u015ftirme, geni\u015fletme ve sofistike hale getirme” seviyesidir.<\/p>\n

B1.1’den B1.2’ye Ge\u00e7i\u015fte Neler De\u011fi\u015fiyor?<\/strong><\/h3>\n
    \n
  • B1.1’de \u00d6\u011frendikleriniz:<\/strong> Hayat tecr\u00fcbelerinizden bahsetmek (I have been to Italy<\/code>), ge\u00e7mi\u015fte devam eden bir eylemi anlatmak (I was sleeping when you called<\/code>), gelecek planlar\u0131n\u0131z aras\u0131nda ayr\u0131m yapmak (I am going to travel<\/code>).<\/li>\n
  • B1.2’nin Katt\u0131\u011f\u0131 Derinlik:<\/strong> Art\u0131k sadece kendi eylemlerinizi de\u011fil, eylemin kendisini \u00f6n plana \u00e7\u0131karan c\u00fcmleler kurars\u0131n\u0131z. Sadece kendi s\u00f6ylediklerinizi de\u011fil, ba\u015fkalar\u0131n\u0131n s\u00f6ylediklerini de aktarabilirsiniz. Ger\u00e7ek olmayan durumlar hakk\u0131nda hayal kurabilirsiniz.<\/li>\n<\/ul>\n

    <\/span>Somut Bir \u00d6rnekle Fark\u0131 G\u00f6relim<\/strong><\/span><\/h3>\n
      \n
    • \n

      B1.1 Seviyesinde:<\/strong><\/p>\n

        \n
      • “Yesterday, someone stole my wallet. I think the thief was a young man. I will report it to the police.” (D\u00fcn biri c\u00fczdan\u0131m\u0131 \u00e7ald\u0131. San\u0131r\u0131m h\u0131rs\u0131z gen\u00e7 bir adamd\u0131. Polise bildirece\u011fim.)<\/li>\n<\/ul>\n<\/li>\n
      • \n

        B1.2 Seviyesinde Yapabilecekleriniz:<\/strong><\/p>\n

          \n
        • “My wallet was stolen<\/strong> yesterday while I was walking. The police officer asked me, ‘What did the thief look like?’. I told him that I wasn’t sure.<\/strong> If I had seen<\/strong> his face, I would describe<\/strong> him, but it happened so fast. This incident has made me<\/strong> more careful.” (D\u00fcn ben y\u00fcr\u00fcrken c\u00fczdan\u0131m \u00e7al\u0131nd\u0131. Polis memuru bana ‘H\u0131rs\u0131z neye benziyordu?’ diye sordu. Ona emin olmad\u0131\u011f\u0131m\u0131 s\u00f6yledim. E\u011fer y\u00fcz\u00fcn\u00fc g\u00f6rm\u00fc\u015f olsayd\u0131m, onu tarif ederdim ama \u00e7ok h\u0131zl\u0131 oldu. Bu olay beni daha dikkatli biri yapt\u0131.)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

          G\u00f6rd\u00fc\u011f\u00fcn\u00fcz gibi, B1.2 seviyesi<\/strong>, size dili daha esnek kullanma, olaylar\u0131 farkl\u0131 a\u00e7\u0131lardan sunma ve daha karma\u015f\u0131k d\u00fc\u015f\u00fcnsel ba\u011flant\u0131lar kurma yetene\u011fi kazand\u0131r\u0131r.<\/p>\n

          \n

          B1.2 Gramer At\u00f6lyesi – Dili Farkl\u0131 A\u00e7\u0131lardan Kullanma Sanat\u0131<\/strong><\/h2>\n

          B1.2 gramer konular\u0131<\/strong>, size \u0130ngilizce’de yeni “s\u00fcper g\u00fc\u00e7ler” verir. Bunlar, ileti\u015fiminizi daha dolayl\u0131, daha resmi ve daha incelikli hale getiren yap\u0131lard\u0131r.<\/p>\n

          <\/span>Konu 1: Olay\u0131n De\u011fil, Eylemin \u00d6nemli Oldu\u011fu Anlar: Passive Voice (Edilgen \u00c7at\u0131)<\/strong><\/span><\/h3>\n
            \n
          • Hedef:<\/strong> Eylemi yapan ki\u015fi bilinmedi\u011finde, \u00f6nemli olmad\u0131\u011f\u0131nda veya eylemin kendisini vurgulamak istedi\u011finizde c\u00fcmle kurabilmek. Haber dilinde, resmi ve bilimsel metinlerde \u00e7ok s\u0131k kullan\u0131l\u0131r.<\/li>\n
          • Kapsam ve C\u00fcmle Yap\u0131lar\u0131:<\/strong> Temel olarak to be + Fiilin 3. Hali (V3)<\/code> form\u00fcl\u00fcne dayan\u0131r.\n
              \n
            • Simple Present:<\/strong> This museum **is visited** by thousands of tourists every year.<\/code> (Bu m\u00fcze her y\u0131l binlerce turist taraf\u0131ndan ziyaret edilir.)<\/li>\n
            • Simple Past:<\/strong> The Mona Lisa **was painted** by Leonardo da Vinci.<\/code> (Mona Lisa, … taraf\u0131ndan resmedildi.)<\/li>\n
            • Present Perfect:<\/strong> My car **has been stolen**!<\/code> (Arabam \u00e7al\u0131nd\u0131!)<\/li>\n
            • Future:<\/strong> The meeting **will be held** tomorrow.<\/code> (Toplant\u0131 yar\u0131n yap\u0131lacak.)<\/li>\n<\/ul>\n<\/li>\n
            • Active vs. Passive Fark\u0131:<\/strong> Someone cleans the office every day.<\/code> (Aktif) -> The office is cleaned every day.<\/code> (Pasif). Odak, temizleyen ki\u015fiden ofisin temizlenmesi eylemine kayar.<\/li>\n
            • \u00d6rnek Aktiviteler:<\/strong> Haber ba\u015fl\u0131klar\u0131n\u0131 aktif c\u00fcmleden pasif c\u00fcmleye \u00e7evirme, bir \u00fcr\u00fcn\u00fcn \u00fcretim s\u00fcrecini pasif c\u00fcmlelerle anlatma (“First, the glass is heated…”), bir “gizem” oyunu (s\u0131n\u0131fta pasif c\u00fcmlelerle ipu\u00e7lar\u0131 verilir: A sandwich was eaten...<\/code> ve su\u00e7luyu bulma).<\/li>\n<\/ul>\n

              <\/span>Konu 2: Dedikodu ve Raporlama Sanat\u0131: Reported Speech (Dolayl\u0131 Anlat\u0131m)<\/strong><\/span><\/h3>\n
                \n
              • Hedef:<\/strong> Bir ba\u015fkas\u0131n\u0131n s\u00f6yledi\u011fi bir s\u00f6z\u00fc, kendi c\u00fcmlelerinizle aktarmak.<\/li>\n
              • Kapsam ve Temel Kural:<\/strong> Dolayl\u0131 anlat\u0131mda, ana c\u00fcmlenin zaman\u0131 bir derece ge\u00e7mi\u015fe kayd\u0131r\u0131l\u0131r (tense backshift).\n
                  \n
                • Direct:<\/strong> Ali said, “I am<\/strong> very busy today.” (Ali, “Bug\u00fcn \u00e7ok me\u015fgul\u00fcm” dedi.)<\/li>\n
                • Reported:<\/strong> Ali said that he was<\/strong> very busy that day<\/strong>. (Ali, o g\u00fcn \u00e7ok me\u015fgul oldu\u011funu s\u00f6yledi.)<\/li>\n
                • Zaman ve Yer \u0130fadelerinin De\u011fi\u015fimi:<\/strong> today -> that day<\/code>, tomorrow -> the next day<\/code>, yesterday -> the day before<\/code>, here -> there<\/code>.<\/li>\n<\/ul>\n<\/li>\n
                • \u00d6rnek Aktiviteler:<\/strong> \u0130kili diyaloglar\u0131 dolayl\u0131 anlat\u0131ma \u00e7evirme al\u0131\u015ft\u0131rmalar\u0131, iki \u00f6\u011frencinin yapt\u0131\u011f\u0131 bir r\u00f6portaj\u0131 \u00fc\u00e7\u00fcnc\u00fc bir ki\u015fiye aktarma, bir dedikodu zinciri oyunu.<\/li>\n<\/ul>\n

                  <\/span>Konu 3: Hayal Kurma ve Tavsiye Verme: Second Conditional (Type 2)<\/strong><\/span><\/h3>\n
                    \n
                  • Hedef:<\/strong> \u015eu anki veya gelecekteki ger\u00e7ek olmayan, hayali veya olas\u0131 olmayan<\/strong> durumlar ve bunlar\u0131n sonu\u00e7lar\u0131 hakk\u0131nda konu\u015fmak. “Ah, ke\u015fke…” c\u00fcmlelerinin temelidir.<\/li>\n
                  • Yap\u0131:<\/strong> If + Simple Past, ... would + Verb<\/code><\/li>\n
                  • Kullan\u0131m Alanlar\u0131:<\/strong>\n
                      \n
                    1. Hayal Kurma:<\/strong> If I **had** a million dollars, I **would travel** the world.<\/code> (E\u011fer bir milyon dolar\u0131m olsayd\u0131, d\u00fcnyay\u0131 gezerdim. – Ama yok.)<\/li>\n
                    2. Tavsiye Verme:<\/strong> If I **were** you, I **would study** harder.<\/code> (Senin yerinde olsayd\u0131m, daha \u00e7ok \u00e7al\u0131\u015f\u0131rd\u0131m.) (Not: Bu yap\u0131da I\/He\/She\/It<\/code> i\u00e7in was<\/code> yerine were<\/code> kullan\u0131m\u0131 yayg\u0131nd\u0131r.)<\/li>\n<\/ol>\n<\/li>\n
                    3. \u00d6rnek Aktiviteler:<\/strong> “Loto sana \u00e7\u0131ksa ne yapard\u0131n?” konulu beyin f\u0131rt\u0131nas\u0131, “If I were the president…” (Ba\u015fkan olsayd\u0131m…) konulu bir kompozisyon yazma.<\/li>\n<\/ul>\n

                      <\/span>Konu 4: Ge\u00e7mi\u015f Al\u0131\u015fkanl\u0131klar: used to<\/code><\/strong><\/span><\/h3>\n
                        \n
                      • Hedef:<\/strong> Ge\u00e7mi\u015fte d\u00fczenli olarak yap\u0131lan ama art\u0131k yap\u0131lmayan al\u0131\u015fkanl\u0131klar\u0131 ve durumlar\u0131 ifade etmek.<\/li>\n
                      • Yap\u0131:<\/strong> Subject + used to + Verb<\/code><\/li>\n
                      • Kullan\u0131m:<\/strong> I **used to live** in a small town, but now I live in a big city.<\/code> (Eskiden k\u00fc\u00e7\u00fck bir kasabada ya\u015fard\u0131m, ama \u015fimdi b\u00fcy\u00fck bir \u015fehirde ya\u015f\u0131yorum.) He **didn't use to** smoke.<\/code> (O eskiden sigara i\u00e7mezdi.)<\/li>\n
                      • \u00d6rnek Aktiviteler:<\/strong> “\u00c7ocukken Neler Yapard\u0131k?” konulu bir sohbet, b\u00fcy\u00fckanne ve b\u00fcy\u00fckbabalar\u0131n gen\u00e7likleri ile bug\u00fcn\u00fc kar\u015f\u0131la\u015ft\u0131ran bir yaz\u0131.<\/li>\n<\/ul>\n

                        <\/span>Konu 5: Ge\u00e7mi\u015fle \u0130lgili Tahminler: Modals of Deduction (Past)<\/strong><\/span><\/h3>\n
                          \n
                        • Hedef:<\/strong> Ge\u00e7mi\u015fte olmu\u015f bir olayla ilgili kan\u0131tlara dayal\u0131 g\u00fc\u00e7l\u00fc veya zay\u0131f \u00e7\u0131kar\u0131mlar yapmak.<\/li>\n
                        • Yap\u0131:<\/strong> modal + have + V3<\/code><\/li>\n
                        • Kapsam:<\/strong>\n
                            \n
                          • must have + V3<\/code>:<\/strong> \u00c7ok g\u00fc\u00e7l\u00fc \u00e7\u0131kar\u0131m (%95 emin). The ground is wet. It **must have rained** last night.<\/code> (Yer \u0131slak. D\u00fcn gece ya\u011fmur ya\u011fm\u0131\u015f olmal\u0131.)<\/li>\n
                          • might\/may\/could have + V3<\/code>:<\/strong> Zay\u0131f olas\u0131l\u0131k (%50 emin). He is late. He **might have missed** the bus.<\/code> (Ge\u00e7 kald\u0131. Otob\u00fcs\u00fc ka\u00e7\u0131rm\u0131\u015f olabilir.)<\/li>\n
                          • can't have + V3<\/code>:<\/strong> \u0130mkans\u0131zl\u0131k \u00e7\u0131kar\u0131m\u0131 (%99 imkans\u0131z). You saw him yesterday? You **can't have seen** him. He is in another country.<\/code> (Onu d\u00fcn m\u00fc g\u00f6rd\u00fcn? G\u00f6rm\u00fc\u015f olamazs\u0131n. O ba\u015fka bir \u00fclkede.)<\/li>\n<\/ul>\n<\/li>\n
                          • \u00d6rnek Aktiviteler:<\/strong> Bir “su\u00e7 mahalli” resmi g\u00f6sterip neler olmu\u015f olabilece\u011fi hakk\u0131nda tahmin y\u00fcr\u00fctme (The thief must have entered through the window.<\/code>).<\/li>\n<\/ul>\n
                            \n

                            B1 Seviyesini (B1.1 + B1.2) Tamamlayan “Ba\u011f\u0131ms\u0131z Kullan\u0131c\u0131” Profili<\/strong><\/h2>\n

                            B1 seviyesinin tamam\u0131n\u0131 bitirdi\u011finizde, CEFR’a g\u00f6re art\u0131k \u015funlar\u0131 yapabilen, kendine yeten bir dil kullan\u0131c\u0131s\u0131s\u0131n\u0131z:<\/p>\n

                              \n
                            • \n

                              <\/span>Anlama (Dinleme ve Okuma)<\/strong><\/span><\/h3>\n
                                \n
                              • \u0130\u015f, okul, bo\u015f zaman gibi bildi\u011fi konulardaki standart dilin ana hatlar\u0131n\u0131 anlayabilirsiniz.<\/li>\n
                              • G\u00fcncel olaylarla ilgili radyo ve TV programlar\u0131n\u0131n \u00e7o\u011funun ana fikrini ve yava\u015f ve net konu\u015fuldu\u011funda filmlerin konusunu yakalayabilirsiniz.<\/li>\n
                              • G\u00fcnl\u00fck veya mesleki dilde s\u0131k\u00e7a kullan\u0131lan kelimelerle yaz\u0131lm\u0131\u015f metinleri anlayabilirsiniz. Ki\u015fisel mektuplardaki olay, duygu ve dilek tan\u0131mlamalar\u0131n\u0131 kavrayabilirsiniz.<\/li>\n<\/ul>\n<\/li>\n
                              • \n

                                <\/span>Konu\u015fma (Konu\u015fma ve Kar\u015f\u0131l\u0131kl\u0131 Konu\u015fma)<\/strong><\/span><\/h3>\n
                                  \n
                                • Dilin konu\u015fuldu\u011fu bir \u00fclkede seyahat ederken kar\u015f\u0131la\u015fabilece\u011finiz \u00e7o\u011fu durumun \u00fcstesinden gelebilirsiniz.<\/li>\n
                                • Bildik veya ki\u015fisel ilgi alan\u0131n\u0131za giren konularda haz\u0131rl\u0131ks\u0131z bir sohbete kat\u0131labilirsiniz.<\/li>\n
                                • Deneyimleri, olaylar\u0131, hayalleri, umutlar\u0131 ve hedefleri anlatmak i\u00e7in ifadeleri basit bir \u015fekilde birbirine ba\u011flayabilirsiniz. Fikir ve planlar\u0131n\u0131za k\u0131saca gerek\u00e7eler ve a\u00e7\u0131klamalar sunabilirsiniz.<\/li>\n
                                • Bir kitab\u0131n veya filmin konusunu anlatabilir ve kendi izlenimlerinizi aktarabilirsiniz.<\/li>\n<\/ul>\n<\/li>\n
                                • \n

                                  <\/span>Yazma (Yazma)<\/strong><\/span><\/h3>\n
                                    \n
                                  • Bildik veya ki\u015fisel ilgi alan\u0131n\u0131za giren konularda basit ve ba\u011flant\u0131l\u0131 metinler yazabilirsiniz.<\/li>\n
                                  • Deneyimleri ve izlenimleri anlatan ki\u015fisel mektuplar veya e-postalar kaleme alabilirsiniz.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
                                    \n

                                    B1’den B2’ye Haz\u0131rl\u0131k – “Intermediate”ten “Upper-Intermediate”e<\/strong><\/h2>\n

                                    B1 seviyesini tamamlamak, sizi B2 (Upper-Intermediate) seviyesinin kap\u0131s\u0131na getirir. Bu ge\u00e7i\u015fi ba\u015far\u0131yla yapmak i\u00e7in B1.2 a\u015famas\u0131nda \u015fu alanlara odaklanmak gerekir:<\/p>\n

                                    <\/span>Kelime Da\u011farc\u0131\u011f\u0131n\u0131 Geni\u015fletme ve Derinle\u015ftirme<\/strong><\/span><\/h3>\n

                                    Art\u0131k sadece kelime \u00f6\u011frenmek yetmez. E\u015f anlaml\u0131lar, z\u0131t anlaml\u0131lar ve \u00f6zellikle “collocations”<\/strong> (birlikte kullan\u0131lan kelimeler, \u00f6rn: heavy rain<\/code>, make a decision<\/code>) ve “phrasal verbs”<\/strong> (look for<\/code>, give up<\/code>) \u00f6\u011frenmeye odaklanmal\u0131s\u0131n\u0131z.<\/p>\n

                                    <\/span>Ak\u0131c\u0131l\u0131k ve H\u0131z Kazanma<\/strong><\/span><\/h3>\n

                                    Bildi\u011finiz yap\u0131lar\u0131 daha az duraksayarak, daha do\u011fal bir h\u0131zda kullanmaya \u00e7al\u0131\u015f\u0131n. Kendinizi kaydederek veya bir dil partneriyle konu\u015farak pratik yap\u0131n.<\/p>\n

                                    <\/span>Otantik Materyallere Maruz Kalma<\/strong><\/span><\/h3>\n

                                    Art\u0131k sadece \u00f6\u011frenciler i\u00e7in haz\u0131rlanm\u0131\u015f materyalleri de\u011fil, ana dili \u0130ngilizce olanlar i\u00e7in haz\u0131rlanm\u0131\u015f ger\u00e7ek i\u00e7erikleri (haber siteleri, podcast’ler, filmler, diziler, kitaplar) t\u00fcketmeye ba\u015flay\u0131n.<\/p>\n

                                    <\/span>Gramerin Otomatikle\u015fmesi<\/strong><\/span><\/h3>\n

                                    B1 seviyesindeki t\u00fcm gramer yap\u0131lar\u0131n\u0131n, d\u00fc\u015f\u00fcnmeden, otomatik olarak do\u011fru bir \u015fekilde kullan\u0131lmas\u0131n\u0131 sa\u011flayana kadar pratik yap\u0131n.<\/p>\n

                                    \n

                                    <\/span>Ba\u011f\u0131ms\u0131zl\u0131\u011f\u0131n Zirvesi ve Yeni Ufuklar<\/strong><\/span><\/h2>\n

                                    B1.2 nedir?<\/strong> sorusunun en kapsaml\u0131 cevab\u0131 \u015fudur: O, \u0130ngilizce \u00f6\u011freniminde ba\u011f\u0131ms\u0131zl\u0131\u011f\u0131n\u0131z\u0131 ilan etti\u011finiz ve peki\u015ftirdi\u011finiz, dili sadece bir ileti\u015fim arac\u0131 olarak de\u011fil, ayn\u0131 zamanda d\u00fcnyay\u0131 farkl\u0131 a\u00e7\u0131lardan anlamak ve anlatmak i\u00e7in sofistike bir enstr\u00fcman olarak kullanmaya ba\u015flad\u0131\u011f\u0131n\u0131z ustal\u0131k evresidir. B1.2 seviyesi<\/strong>, gramer binan\u0131z\u0131n \u00e7at\u0131 kat\u0131n\u0131 tamamlad\u0131\u011f\u0131n\u0131z ve art\u0131k i\u00e7 dekorasyonla (kelime da\u011farc\u0131\u011f\u0131, \u00fcslup, ak\u0131c\u0131l\u0131k) ilgilenmeye haz\u0131r oldu\u011funuz noktad\u0131r.<\/p>\n

                                    Bu seviyeyi tamamlad\u0131\u011f\u0131n\u0131zda, art\u0131k kendinize “\u0130ngilizce biliyorum” diyebilirsiniz. Bu bilgi, sizi \u00e7ok \u00e7e\u015fitli sosyal, akademik ve profesyonel ortamlarda kendinize g\u00fcvenle ifade etmeye yeterlidir. \u00d6n\u00fcn\u00fczdeki B2 yolu, bu sa\u011flam temel \u00fczerine daha karma\u015f\u0131k arg\u00fcmanlar in\u015fa etme, daha soyut konular\u0131 tart\u0131\u015fma ve ana dili \u0130ngilizce olan bir ki\u015fiyle neredeyse her konuda ak\u0131c\u0131 ve spontane bir \u015fekilde ileti\u015fim kurma becerilerini kazanma yoludur. B1 seviyesini tamamlaman\u0131n getirdi\u011fi bu yetkinlik ve \u00f6zg\u00fcvenle, o yola \u00e7\u0131kmaya art\u0131k haz\u0131rs\u0131n\u0131z.<\/p>\n","protected":false},"excerpt":{"rendered":"

                                    B1.2 nedir? O, uluslararas\u0131 CEFR standard\u0131nda B1 (Intermediate – Orta Seviye) etab\u0131n\u0131n ikinci ve son yar\u0131s\u0131d\u0131r. Bu seviyenin temel amac\u0131, B1.1’de \u00f6\u011frenilen Present Perfect Tense gibi g\u00fc\u00e7l\u00fc gramer ara\u00e7lar\u0131n\u0131 sa\u011flamla\u015ft\u0131rmak ve \u00fczerine Passive Voice (Edilgen \u00c7at\u0131), Reported Speech (Dolayl\u0131 Anlat\u0131m) gibi dili daha esnek ve farkl\u0131 a\u00e7\u0131lardan kullanman\u0131z\u0131 sa\u011flayacak yeni ve sofistike yap\u0131lar eklemektir. Bu, […]<\/p>\n","protected":false},"author":1,"featured_media":349,"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-348","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-dil-ogrenme","category-ingilizce"],"yoast_head":"\nB1.2 (B1+) Nedir? - \u00c7ocuklar \u0130\u00e7in Online \u0130ngilizce Kursu<\/title>\n<meta name=\"description\" content=\"B1.2 nedir? 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