5. Sınıf · Kasım · 2026-2027

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

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

Tema ve öğrenme çıktıları

THEME 3: PERSONAL LIFE
SCHOOL-BASED PLANNING
FIRST MIDTERM BREAK (16-20 November)
THEME 4: FAMILY LIFE

ENG.5.3.L1 Students can get ready for the listening/watching-comprehension process for the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” carefully.
ENG.5.3.L2 Students can bring information about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” together through significant details and main components while listening (to)/watching it.
ENG.5.3.L3 Students can make meaning of/derive meaning from the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” through significant details by listening (to)/watching it carefully.
ENG.5.3.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 “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”
ENG.5.3.P1 Students can select and use the target phonological elements of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others.
ENG.5.3.R1 Students can get ready for the reading-comprehension process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”.
ENG.5.3.R2 Students can bring information about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.5.3.R3 Students can make meaning of / derive meaning from the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by reading it carefully.
ENG.5.3.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” in relation to themselves or others, both individually and/or with others.
ENG.5.3.V1 Students can select and use the target vocabulary of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.5.3.G1 Students can select and use the target grammatical elements of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.5.3.W1 Students can get ready for the writing-expression process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”.
ENG.5.3.W2 Students can understand the model/example for the writing task about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”.
ENG.5.3.W3 Students can organise a content for the assigned writing task on the current content “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” based on the model/example provided.
ENG.5.3.W4 Students can individually construct/form content for the assigned writing task on the current content “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”.
ENG.5.3.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” to communicate with other people.
ENG.5.3.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” in relation to themselves or others, both individually and/or with others.
ENG.5.3.S1 Students can get ready for speaking-expression process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”.
ENG.5.3.S2 Students can use the model/example for producing verbal content about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”.
ENG.5.3.S3 Students can organise a new verbal content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by speaking accurately, efficiently, and authentically.
ENG.5.3.S4 Students can construct a new verbal content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by speaking accurately, efficiently, and authentically.
ENG.5.3.S5 Students can reorganise (reconstruct) and use information about the “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” to communicate with other people.
ENG.5.3.S6 Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” to communicate with other people in relation to themselves or others, both individually and/or with others.
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.

Dersin işleyişi

Kasım ayında İngilizce dersinde "Kişisel Yaşam" ve "Aile Yaşamı" temaları işlendi. "Kişisel Yaşam" teması altında beden parçaları, fiziksel görünüm, giyim ve kişilik özellikleri ele alındı. Öğrenciler, bu konularla ilgili kelime bilgilerini ve dil yapısını geliştirmek için çeşitli etkinlikler gerçekleştirdi. "Aile Yaşamı" teması kapsamında ise aile üyelerinin meslekleri, iş yerleri, günlük ve iş rutinleri ile farklı ev türleri üzerinde duruldu. Öğrenciler, bu temalarla ilgili olarak dinleme, okuma, yazma ve konuşma becerilerini geliştirmeye yönelik etkinlikler yaptı.

Araştırma

Kasım ayında öğrenciler, kişisel yaşam ve aile yaşamı temaları çerçevesinde araştırma ve inceleme yönlendirmeleriyle desteklendi. Öğrenciler, aile üyelerinin meslekleri ve günlük rutinleri hakkında bilgi toplamak için aileleriyle röportajlar yaptılar. Bu süreçte, aile bireylerinin iş yerleri ve farklı ev türleri hakkında bilgi edinildi.

Ölçme ve değerlendirme

Öğrencilerin öğrenme süreçleri, performans ödevleri ve sınıf içi etkinliklerle değerlendirildi. "Favori Karakterim" başlıklı proje ile öğrenciler, karakterlerinin fiziksel görünümünü ve kişilik özelliklerini tanıtan kısa paragraflar yazdı. Ayrıca, aile üyelerinin meslekleri ve günlük rutinleri hakkında bilgi toplayarak bir aile ağacı veya haritası oluşturdular. Bu projeler, bir değerlendirme rubriği kullanılarak değerlendirildi.

Zenginleştirme

İlerleyen öğrenciler için, fiziksel görünüm, kişilik ve giyim konularında İngilizce olarak hedef kelime ve dil yapılarının kullanımı üzerine odaklanıldı. "Whose" oyunu gibi aktivitelerle öğrencilerin yaratıcı düşünme ve sunum becerileri geliştirildi. Öğrenciler, grup çalışmaları yaparak ve karakter tanıtımları yaparak dil becerilerini pekiştirdiler.

Destekleme

Desteklenmesi gereken öğrenciler için, fiziksel görünüm, kişilik ve giyim konularında İngilizce olarak hedef kelime ve dil yapılarının kullanımı üzerine odaklanıldı. "Whose" oyunu gibi aktivitelerle öğrencilerin yaratıcı düşünme ve sunum becerileri geliştirildi. Öğrenciler, eksik metinleri tamamlayarak ve grup çalışmaları yaparak dil becerilerini pekiştirdiler.

Genel değerlendirme

Kasım ayında, 5. sınıf İngilizce dersinde kişisel yaşam ve aile yaşamı temaları işlendi. Öğrenciler, kişisel yaşamla ilgili beden parçaları, fiziksel görünüm, giyim ve kişilik özellikleri gibi konulara odaklandı. Aile yaşamı teması altında ise aile üyelerinin meslekleri, günlük rutinleri ve farklı ev türleri ele alındı. Ara tatil dönemi nedeniyle dersler bu temalar çerçevesinde dengeli bir şekilde yürütüldü.

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.