5. Sınıf · Aralık · 2026-2027

5. Sınıf İngilizce (Çoklu Yabancı Dil Modeli) Aralık Ayı Maarif Raporu 2026-2027 (Word)

5. Sınıf İngilizce (Çoklu Yabancı Dil Modeli) dersi Aralık ayı raporu: kazanımlar, süreç bileşenleri ve öğrenme kanıtları tek belgede. Düzenlenebilir Word taslağı olarak ücretsiz indirin.

Tema ve öğrenme çıktıları

THEME 4: FAMILY LIFE
THEME 5: LIFE IN THE NEIGHBOURHOOD & CITY
THEME 6: LIFE IN THE WORLD

ENG.5.4.L1 Students can get ready for the listening/watching-comprehension process for the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” carefully.
ENG.5.4.L2 Students can bring information about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” together through significant details and main components while listening (to)/watching it.
ENG.5.4.L3 Students can make meaning of/derive meaning from the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” through significant details by listening (to)/watching it carefully.
ENG.5.4.L4 Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”.
ENG.5.4.P1 Students can select and use the target phonological elements of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
ENG.5.4.R1 Students can get ready for the reading-comprehension process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”.
ENG.5.4.R2 Students can bring information about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.5.4.R3 Students can make meaning of / derive meaning from the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by reading it carefully.
ENG.5.4.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” in relation to themselves or others, both individually and/or with others.
ENG.5.4.V1 Students can select and use the target vocabulary of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.5.4.G1 Students can select and use the target grammatical elements of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.5.4.W1 Students can get ready for the writing-expression process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”.
ENG.5.4.W2 Students can understand the model/example for the writing task about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”.
ENG.5.4.W3 Students can organise a content for the assigned writing task on the current content “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” based on the model/example provided.
ENG.5.4.W4 Students can individually construct/form content for the assigned writing task on the current content “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”.
ENG.5.4.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” to communicate with other people.
ENG.5.4.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” in relation to themselves or others, both individually and/or with others.
ENG.5.4.S1 Students can get ready for speaking-expression process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”.
ENG.5.4.S2 Students can use the model/example for producing verbal content about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”.
ENG.5.4.S3 Students can organise a new verbal content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by speaking accurately, efficiently, and authentically.
ENG.5.4.S4 Students can construct a new verbal content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by speaking accurately, efficiently, and authentically.
ENG.5.4.S5 Students can reorganise (reconstruct) and use information about the “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” to communicate with other people.
ENG.5.4.S6 Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” to communicate with other people in relation to themselves or others, both individually and/or with others.
ENG.5.5.L1 Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” carefully.
ENG.5.5.L2 Students can bring information about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” together through significant details and main components while listening (to)/ watching it.
ENG.5.5.L3 Students can make meaning of/derive meaning from the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” through significant details by listening (to)/watching it carefully.
ENG.5.5.L4 Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.
ENG.5.5.P1 Students can select and use the target phonological elements of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
ENG.5.5.R1 Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.
ENG.5.5.R2 Students can bring information about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.5.5.R3 Students can make meaning of / derive meaning from the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by reading it carefully.
ENG.5.5.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others.
ENG.5.5.V1 Students can select and use the target vocabulary of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.5.5.G1 Students can select and use the target grammatical elements of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.5.5.W1 Students can get ready for the writing-expression process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.
ENG.5.5.W2 Students can understand the model/example for the writing task about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.
ENG.5.5.W3 Students can organise a content for the assigned writing task on the current content “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” based on the model/example provided.
ENG.5.5.W4 Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.
ENG.5.5.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” to communicate with other people.
ENG.5.5.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others.
ENG.5.5.S1 Students can get ready for speaking-expression process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.
ENG.5.5.S2 Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.
ENG.5.5.S3 Students can organise a new verbal content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically.
ENG.5.5.S4 Students can construct a new verbal content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically.
ENG.5.5.S5 Students can reorganise (reconstruct) and use information about the “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” to communicate with other people.
ENG.5.5.S6 Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” to communicate with other people in relation to themselves or others, both individually and/or with others.
ENG.5.6.L1 Students can get ready for the listening/watching-comprehension process for the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” carefully.
ENG.5.6.L2 Students can bring information about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” together through significant details and main components while listening (to)/watching it.
ENG.5.6.L3 Students can make meaning of/derive meaning from the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” through significant details by listening (to)/ watching it carefully.
ENG.5.6.L4 Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.
ENG.5.6.P1 Students can select and use the target phonological elements of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
ENG.5.6.R1 Students can get ready for the reading-comprehension process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.
ENG.5.6.R2 Students can bring information about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.5.6.R3 Students can make meaning of / derive meaning from the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by reading it carefully.
ENG.5.6.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” in relation to themselves or others, both individually and/or with others.
ENG.5.6.V1 Students can select and use the target vocabulary of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.5.6.G1 Students can select and use the target grammatical elements of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.5.6.W1 Students can get ready for the writing-expression process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.
ENG.5.6.W2 Students can understand the model/example for the writing task about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.
ENG.5.6.W3 Students can organise a content for the assigned writing task on the current content “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” based on the model/example provided.
ENG.5.6.W4 Students can individually construct/form content for the assigned writing task on the current content “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.
ENG.5.6.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people.
ENG.5.6.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” in relation to themselves or others, both individually and/or with others.
ENG.5.6.S1 Students can get ready for speaking-expression process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.
ENG.5.6.S2 Students can use the model/example for producing verbal content about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.
ENG.5.6.S3 Students can organise a new verbal content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by speaking accurately, efficiently, and authentically.
ENG.5.6.S4 Students can construct a new verbal content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by speaking accurately, efficiently, and authentically.
ENG.5.6.S5 Students can reorganise (reconstruct) and use information about the “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people.
ENG.5.6.S6 Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people in relation to themselves or others, both individually and/or with others.

Dersin işleyişi

Aralık ayında, İngilizce dersinde 'Aile Yaşamı', 'Mahalle ve Şehirde Yaşam' ve 'Dünya Üzerinde Yaşam' temaları işlendi. Öğrenciler, aile üyelerinin işleri ve günlük rutinleri, farklı ev türleri, mahalledeki cazibe merkezleri ve ulaşım araçları gibi konular üzerinde çalıştılar. Ayrıca, dünya üzerindeki kıtalar, ülkeler, milliyetler ve diller hakkında bilgi edindiler. Bu temalar kapsamında, öğrenciler dinleme, okuma, konuşma ve yazma becerilerini geliştirmek için çeşitli etkinlikler gerçekleştirdiler.

Araştırma

Aralık ayı boyunca, öğrenciler aile yaşamı, mahalle ve şehirdeki yaşam ile dünya üzerindeki yaşam temaları üzerinde çalıştılar. Aile üyelerinin işleri ve günlük rutinleri ile ilgili içerik üzerinde duruldu. Ayrıca, mahalle ve şehirdeki cazibe merkezleri, hizmetler ve ulaşım araçları hakkında bilgi toplandı. Öğrenciler, dünya üzerindeki farklı kıtalar, ülkeler, milliyetler ve diller hakkında araştırmalar yaptılar. Bu araştırmalar, öğrencilerin kültürel farkındalıklarını artırmak ve dünya mutfakları ile ilgili bilgi edinmelerini sağlamak amacıyla yapıldı.

Ölçme ve değerlendirme

Öğrencilerin öğrenme süreçleri, çeşitli performans görevleri ve projeler aracılığıyla değerlendirildi. Aile üyelerinin işleri ve evleri hakkında yaratıcı projeler hazırlamaları istendi. Mahalle ve şehirdeki yaşamı anlatan mini kitaplar oluşturdular. Ayrıca, dünya mutfaklarını tanıtan posterler hazırlayarak sınıfta sundular. Bu görevler, öğrencilerin dil becerilerini ve kültürel farkındalıklarını değerlendirmek amacıyla kullanıldı.

Zenginleştirme

İlerleyen öğrenciler için, aile üyeleri ve onların gelecek planları hakkında İngilizce konuşmalar yapmaları teşvik edildi. Öğrenciler, mahalle ve şehirdeki konumlar ve aktiviteler hakkında tahmin oyunları oynadılar. Ayrıca, dünya üzerindeki bazı yemek festivalleri ve farklı mutfaklar hakkında rol yapma etkinlikleri düzenlendi. Bu etkinlikler, öğrencilerin dil becerilerini daha ileri seviyeye taşımalarına yardımcı oldu.

Destekleme

Desteklenmesi gereken öğrenciler için, aile üyeleri ve onların gelecek planları hakkında İngilizce konuşmalar yapmaları teşvik edildi. Öğrenciler, eksik yerleri tamamlamak için birbirlerine sorular sorarak metinleri tamamladılar. Ayrıca, mahalle ve şehirdeki konumlar ve aktiviteler hakkında konuşmalar yaparak dil becerilerini geliştirdiler. Dünya üzerindeki bazı yemek festivalleri ve farklı mutfaklar hakkında rol yapma etkinlikleri düzenlendi. Öğrenciler, bu etkinliklerde rehber sorular ve cevaplar kullanarak konuşma pratiği yaptılar.

Genel değerlendirme

Aralık ayında, 5. sınıf İngilizce dersinde öğrenciler aile yaşamı, mahalle ve şehirdeki yaşam ile dünya üzerindeki yaşam temaları üzerinde yoğunlaştılar. Öğrenciler, aile üyelerinin işleri ve günlük rutinleri, mahalle ve şehirdeki cazibe merkezleri ve dünya mutfakları hakkında bilgi edindiler. Dil becerilerini geliştirmek için çeşitli etkinlikler ve projeler yapıldı. Öğrenciler, öğrendiklerini sınıf arkadaşlarıyla paylaşarak iletişim becerilerini pekiştirdiler. Bu süreçte, öğrencilerin kültürel farkındalıkları ve dil kullanımları önemli ölçüde desteklendi.

Sık sorulan sorular

Rapor Word olarak düzenlenebilir mi?

Evet. Düğmeye bastığınızda .docx dosyası iner; Word veya benzeri bir programda sınıfınıza göre değiştirebilirsiniz.

Okul ve öğretmen adını yazmak zorunda mıyım?

Hayır. Adlar boş bırakılırsa imza alanı boş kalır. Yazdığınız adlar yalnızca dosyaya işlenir, sunucuda saklanmaz.

Rapor nasıl hazırlandı?

Rapor, ilgili ayın kazanımları ve süreç bileşenleri esas alınarak hazırlanmış bir taslaktır. Kaynak olarak TYMM yıllık plan ve öğretim programı sayfalarına bakabilirsiniz.

İndirmek için üyelik gerekir mi?

Hayır. Üye olmadan ve ücretsiz indirebilirsiniz.

5. Sınıf İngilizce yıllık plan · Kaynak: TYMM yıllık plan ve öğretim programları. Maarif Atlas bağımsız bir uygulamadır; Millî Eğitim Bakanlığı ile bağlantısı yoktur.