6. Sınıf · Aralık · 2026-2027

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

6. 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 2: CLASSROOM LIFE & LEARNING
THEME 3: PERSONAL LIFE & WELL- BEING

ENG.6.2.L1 Students can get ready for the listening/watching-comprehension process for the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” carefully.
ENG.6.2.L2 Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” together through significant details and main components while listening/watching it.
ENG.6.2.L3 Students can make meaning of/derive meaning from the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through significant details by listening (to)/watching it carefully.
ENG.6.2.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 “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
ENG.6.2.P1 Students can select and use the target phonological elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
ENG.6.2.R1 Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
ENG.6.2.R2 Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.6.2.R3 Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully.
ENG.6.2.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others.
ENG.6.2.V1 Students can select and use the target vocabulary of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.6.2.G1 Students can select and use the target grammatical elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.6.2.W1 Students can get ready for the writing-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
ENG.6.2.W2 Students can understand the model/example for the writing task about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
ENG.6.2.W3 Students can organise a content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies” based on the model/example provided.
ENG.6.2.W4 Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
ENG.6.2.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people.
ENG.6.2.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others.
ENG.6.2.S1 Students can get ready for speaking-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
ENG.6.2.S2 Students can use the model/example for producing verbal content about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
ENG.6.2.S3 Students can organise a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically.
ENG.6.2.S4 Students can construct a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically.
ENG.6.2.S5 Students can reorganise (reconstruct) and use information about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people.
ENG.6.2.S6 Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people in relation to themselves or others, both individually and/or with others.
ENG.6.3.L1 Students can get ready for the listening/watching-comprehension process for the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” carefully.
ENG.6.3.L2 Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” together through significant details and main components while listening (to)/ watching it.
ENG.6.3.L3 Students can make meaning of/derive meaning from the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through significant details by listening (to)/watching it carefully.
ENG.6.3.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 and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
ENG.6.3.P1 Students can select and use the target phonological elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
ENG.6.3.R1 Students can get ready for the reading-comprehension process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
ENG.6.3.R2 Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.6.3.R3 Students can make meaning of / derive meaning from the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by reading it carefully.
ENG.6.3.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others.
ENG.6.3.V1 Students can select and use the target vocabulary of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.6.3.G1 Students can select and use the target grammatical elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.6.3.W1 Students can get ready for the writing-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
ENG.6.3.W2 Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
ENG.6.3.W3 Students can organise a content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” based on the model/example provided.
ENG.6.3.W4 Students can individually construct/form content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
ENG.6.3.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people.
ENG.6.3.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others.
ENG.6.3.S1 Students can get ready for speaking-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
ENG.6.3.S2 Students can use the model/example for producing verbal content about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
ENG.6.3.S3 Students can organise a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically.
ENG.6.3.S4 Students can construct a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically.
ENG.6.3.S5 Students can reorganise (reconstruct) and use information about the “personal life and wellbeing with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people.
ENG.6.3.S6 Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people in relation to themselves or others, both individually and/or with others.

Dersin işleyişi

Aralık ayında, 6. sınıf İngilizce dersinde "sınıf hayatı ve öğrenme" ile "kişisel yaşam ve iyi oluş" temaları ele alındı. Öğrenciler, sınıf içi etkinlikler ve öğrenme teknolojileri konularında tercihlerini ifade ettiler. Ayrıca, mobil telefonların sağlık ve sosyal yaşam üzerindeki etkileri ile film ve görsel sanatlar konularında da çalışmalar yapıldı. Dil bilgisi ve kelime bilgisi çalışmaları, dinleme, okuma, yazma ve konuşma etkinlikleriyle entegre bir şekilde yürütüldü. Öğrenciler, hedef dil yapıları ve kelime bilgisi üzerinde çalışmalar yaparak, öğrendiklerini pratikte uyguladılar.

Araştırma

Öğrenciler, "sınıf hayatı ve öğrenme" ile "kişisel yaşam ve iyi oluş" temaları çerçevesinde araştırma ve inceleme çalışmaları için yönlendirildi. Öğrenciler, sınıf içi etkinlikler ve öğrenme teknolojileri konularında bilgi toplamak için görsel ve işitsel materyalleri incelediler. Ayrıca, mobil telefonların sağlık ve sosyal yaşam üzerindeki etkileri ile film ve görsel sanatlar konularında da araştırmalar yapıldı. Öğrenciler, bu konularla ilgili geçmiş deneyimlerini ve kişisel tercihlerini paylaşarak, konulara dair daha derinlemesine bir anlayış geliştirdiler.

Ölçme ve değerlendirme

Öğrencilerin dil becerileri, performans ödevleri ve sınıf içi etkinliklerle değerlendirildi. Öğrenciler, "Benim İdeal Sınıfım" başlıklı dijital sunumlar veya kısa video projeleri hazırlayarak öğrenme etkinlikleri ve teknolojileri konusundaki tercihlerini açıkladılar. Ayrıca, sevdikleri bir film hakkında sunum yaparak, filmle ilgili düşüncelerini ve duygularını paylaştılar. Bu görevler, bir değerlendirme ölçeği veya puanlama şeması kullanılarak değerlendirildi.

Zenginleştirme

İlerleyen öğrenciler için, İngilizce olarak öğrenme etkinlikleri ve teknolojileri konularında hedef kelime ve dil bilgisi unsurlarını kullanarak tartışmalar yapıldı. Öğrenciler, sınıf arkadaşlarına sorular sorarak ve cevaplayarak öğrenme etkinlikleri ve teknolojileri ile ilgili tercihlerini belirttiler. Ayrıca, mobil telefonların sağlık ve sosyal yaşam üzerindeki etkileri ile film ve görsel sanatlar konularında da zenginleştirici etkinlikler düzenlendi. Öğrenciler, geçmiş deneyimlerini paylaşarak ve dil kutusundan yardım alarak bu konular üzerinde çalıştılar.

Destekleme

Desteklenmesi gereken öğrenciler için sınıf içi etkinlikler ve öğrenme teknolojileri konularında hedef kelime ve dil bilgisi unsurlarını kullanarak İngilizce tartışmalar yapıldı. Öğrenciler, sınıf arkadaşlarına sorular sorarak ve cevaplayarak öğrenme etkinlikleri ve teknolojileri ile ilgili tercihlerini belirttiler. Ayrıca, mobil telefonların sağlık ve sosyal yaşam üzerindeki etkileri ile film ve görsel sanatlar konularında da destekleyici etkinlikler düzenlendi. Öğrenciler, geçmiş deneyimlerini paylaşarak ve dil kutusundan yardım alarak bu konular üzerinde çalıştılar.

Genel değerlendirme

Aralık ayı boyunca, 6. sınıf İngilizce dersinde "sınıf hayatı ve öğrenme" ile "kişisel yaşam ve iyi oluş" temaları işlendi. Öğrenciler, öğrenme etkinlikleri ve teknolojileri konularında tercihlerini ifade ettiler ve mobil telefonların sağlık ve sosyal yaşam üzerindeki etkilerini tartıştılar. Dil bilgisi ve kelime bilgisi çalışmaları, dinleme, okuma, yazma ve konuşma etkinlikleriyle desteklendi. Öğrenciler, çeşitli etkinlikler aracılığıyla dil becerilerini geliştirdiler ve öğrendiklerini sınıf içinde uygulama fırsatı buldular.

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.

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