{"id":56176,"date":"2015-02-20T01:30:02","date_gmt":"2015-02-19T23:30:02","guid":{"rendered":"http:\/\/www.sorubak.com\/blog\/?p=56176"},"modified":"2015-02-19T21:32:30","modified_gmt":"2015-02-19T19:32:30","slug":"ortaokul-ingilizce-2-donem-1-zumre-ogretmenler-toplantisi-2015","status":"publish","type":"post","link":"https:\/\/www.sorubak.com\/blog\/ortaokul-ingilizce-2-donem-1-zumre-ogretmenler-toplantisi-2015.html","title":{"rendered":"ortaokul ingilizce 2.d\u00f6nem 1.z\u00fcmre \u00f6\u011fretmenler toplant\u0131s\u0131 2015"},"content":{"rendered":"

2014-2015 E\u011e\u0130T\u0130M \u00d6\u011eRET\u0130M YILI \u2026\u2026\u2026\u2026\u2026…………………………………………… \u0130LK\u00d6\u011eRET\u0130M OKULU II. KANAAT D\u00d6NEM\u0130 \u0130NG\u0130L\u0130ZCE DERS\u0130 Z\u00dcMRE \u00d6\u011eRETMENLER\u0130 TOPLANTI TUTANA\u011eI<\/strong><\/p>\n

TOPLANTI NO:<\/strong> 2<\/p>\n

TOPLANTI TAR\u0130H\u0130<\/strong>: 23.02.2015<\/p>\n

TOPLANTI YER\u0130 ve SAAT\u0130<\/strong>: \u00d6\u011eRETMENLER ODASI \/ 12.30<\/p>\n

TOPLANTIYA KATILANLAR<\/strong>: Okul M\u00fcd\u00fcr\u00fc \u2026\u2026\u2026\u2026\u2026\u2026, M\u00fcd\u00fcr Yard\u0131mc\u0131s\u0131 \u2026\u2026\u2026\u2026.. \u0130ngilizce \u00d6\u011fretmeni \u2026\u2026\u2026\u2026\u2026\u2026\u2026, \u0130ngilizce \u00d6\u011fretmeni \u2026\u2026\u2026\u2026\u2026..<\/p>\n

G\u00dcNDEM MADDELER\u0130:<\/strong><\/p>\n

    \n
  1. A\u00e7\u0131l\u0131\u015f ve yoklama<\/li>\n
  2. 2014-2015 E\u011fitim-\u00d6\u011fretim y\u0131l\u0131 I.D\u00f6nem z\u00fcmre toplant\u0131 tutanaklar\u0131n\u0131n okunup de\u011ferlendirilmesi<\/li>\n
  3. 2014-2015 E\u011fitim ve \u00d6\u011fretim y\u0131l\u0131 ba\u015far\u0131 durumunun g\u00f6zden ge\u00e7irilmesi<\/li>\n
  4. Kanun, Y\u00f6netmelikler, Planlar<\/span>:<\/li>\n<\/ol>\n
      \n
    1. a)<\/strong> 1739 say\u0131l\u0131 Milli E\u011fitim Temel Kanunu’nun okunmas\u0131, Atat\u00fcrk\u00e7\u00fc e\u011fitim esaslar\u0131n\u0131n 2457-2488-2504 Say\u0131l\u0131 Tebli\u011fler Dergisinden incelenmesi.<\/li>\n
    2. b)<\/strong> Yabanc\u0131 Dil-\u0130ngilizce dersinin \u00f6zel ve genel ama\u00e7lar\u0131n\u0131n okunmas\u0131.<\/li>\n
    3. c)<\/strong> M\u00fcfredat programlar\u0131n\u0131n okunmas\u0131.<\/li>\n
    4. d)<\/strong> Y\u0131ll\u0131k planlar\u0131n yap\u0131l\u0131\u015f\u0131 ve mahiyeti. ( 2089-2551 \u2013 2567 ve 2575 say\u0131l\u0131 TD Say\u0131l\u0131 Tebli\u011fler Dergisinden)<\/li>\n
    5. e)<\/strong> G\u00fcnl\u00fck planlar \u0131n yap\u0131l\u0131\u015f\u0131 ve mahiyeti. (2089-2551 \u2013 2567 ve 2575 say\u0131l\u0131 TD Say\u0131l\u0131 Tebli\u011fler Dergisinden)<\/li>\n<\/ol>\n
        \n
      1. Y\u00f6ntem ve Teknikler<\/span>:<\/li>\n<\/ol>\n
          \n
        1. a)<\/strong> Yabanc\u0131 Dil-\u0130ngilizce dersinin \u00f6\u011fretiminde kullan\u0131lacak y\u00f6ntem ve teknikler.<\/li>\n
        2. b)<\/strong> Konular\u0131n \u00f6zelli\u011fine g\u00f6re kullan\u0131lacak en uygun y\u00f6ntem ve teknikler.<\/li>\n<\/ol>\n
            \n
          1. Ara\u00e7-Gere\u00e7<\/span> :<\/li>\n<\/ol>\n
              \n
            1. a)<\/strong> \u00d6\u011frencilerin kullanaca\u011f\u0131 defter, kitap, s\u00f6zl\u00fck vb. ders ara\u00e7 ve gere\u00e7lerinin tespiti ve dikkat edilecek hususlar\u0131n belirlenmesi.<\/li>\n
            2. b)<\/strong> Konular\u0131n i\u015fleni\u015finde okulda mevcut ders ara\u00e7lar\u0131ndan yararlanma durumlar \u0131 ve bu ara\u00e7lar\u0131n bak\u0131m ve korunmas\u0131<\/li>\n
            3. c)<\/strong> Yaz\u0131 tahtas\u0131n\u0131n kullan\u0131lmas\u0131nda tertip, d\u00fczen.<\/li>\n
            4. d)<\/strong> Dyned Interactif Yabanc\u0131 Dil-\u0130ngilizce Program\u0131.<\/li>\n<\/ol>\n
                \n
              1. \u00d6l\u00e7me ve De\u011ferlendirme<\/span> :<\/li>\n<\/ol>\n
                  \n
                1. a)<\/strong> S\u0131n\u0131f ge\u00e7me ve s\u0131nav y\u00f6netmeli\u011finin incelenmesi.<\/li>\n
                2. b)<\/strong> Yaz\u0131l\u0131 yoklamalar.<\/li>\n
                3. c)<\/strong> S\u00f6zl\u00fc yoklamalar.<\/li>\n
                4. d)<\/strong> Performans ve proje g\u00f6revleri<\/li>\n<\/ol>\n
                    \n
                  1. Ba\u015far\u0131y\u0131 artt\u0131r\u0131c\u0131 tedbirlerin g\u00f6r\u00fc\u015f\u00fclmesi<\/li>\n
                  2. Di\u011fer z\u00fcmre \u00f6\u011fretmenleriyle i\u015fbirli\u011fi yap\u0131lmas\u0131<\/li>\n
                  3. Dilek ve temenniler<\/li>\n<\/ol>\n

                    ALINAN KARARLAR:<\/strong><\/p>\n

                     <\/p>\n

                      \n
                    1. 2014-2015 e\u011fitim-\u00f6\u011fretim y\u0131l\u0131 II. kanaat d\u00f6nemi \u0130ngilizce dersi z\u00fcmre \u00f6\u011fretmenleri toplant\u0131s\u0131 23.02.2015 Sal\u0131 g\u00fcn\u00fc saat 12.30 da \u00f6\u011fretmenler odas\u0131nda Okul M\u00fcd\u00fcr\u00fc \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 ba\u015fkanl\u0131\u011f\u0131nda a\u00e7\u0131ld\u0131. Yap\u0131lan yoklamada M\u00fcd\u00fcr Yard\u0131mc\u0131s\u0131 \u2026\u2026\u2026\u2026\u2026\u2026\u2026, \u0130ngilizce \u00d6\u011fretmeni \u2026\u2026\u2026\u2026\u2026.., \u0130ngilizce \u00d6\u011fretmeni \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2019in haz\u0131r oldu\u011fu g\u00f6r\u00fcld\u00fc ve g\u00fcndemin di\u011fer maddelerine ge\u00e7ildi.<\/li>\n
                    2. Kanaat D\u00f6nemi Z\u00fcmre \u00d6\u011fretmenler Kurulu Toplant\u0131 Tutana\u011f\u0131, \u0130ngilizce \u00f6\u011fretmeni \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. taraf\u0131ndan okunmu\u015f ve al\u0131nan kararlar g\u00f6zden ge\u00e7irilmi\u015ftir. Al\u0131nan kararlara genel olarak uyuldu\u011fu g\u00f6r\u00fclm\u00fc\u015ft\u00fcr.<\/li>\n
                    3. 2014-2015 e\u011fitim-\u00f6\u011fretim y\u0131l\u0131 I. D\u00f6nem ba\u015far\u0131 istatistikleri M\u00fcd\u00fcr Yard\u0131mc\u0131s\u0131 \u2026\u2026\u2026\u2026\u2026\u2026 taraf\u0131ndan okundu. Genel ba\u015far\u0131 durumunun iyi oldu\u011fu g\u00f6r\u00fcld\u00fc.<\/li>\n
                    4. Kanun, Y\u00f6netmelikler, Planlar<\/span>:<\/li>\n
                    5. a) 1739 Say\u0131l\u0131 Milli E\u011fitim Temel Kanunu \u0130ngilizce \u00f6\u011fretmeni \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 taraf\u0131ndan okundu. Okul M\u00fcd\u00fcr\u00fc \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026., 1739 say\u0131l\u0131 Milli e\u011fitimin temel kanununda belirtildi\u011fi gibi \u00f6\u011frencilerimizin hepsinin iyi birer vatanda\u015f olarak milli birlik ve b\u00fct\u00fcnl\u00fc\u011fe y\u00f6nelik sosyal ve k\u00fclt\u00fcrel y\u00f6nleri zengin olan \u00e7a\u011fda\u015f uygarl\u0131\u011f\u0131n yap\u0131c\u0131, se\u00e7kin bir orta\u011f\u0131 olarak yeti\u015ftirilmesi yolunda gayret g\u00f6sterilmesi gerekti\u011fi konusunda baz\u0131 a\u00e7\u0131klamalarda bulundu. M\u00fcd. Yard. \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026., Milli E\u011fitimin temel ilkeleri olan genellik ve e\u015fitlik ferdin ve toplumun ihtiya\u00e7lar\u0131 y\u00f6neltme, e\u011fitim hakk\u0131, f\u0131rsat ve imk\u00e2n e\u015fitli\u011fi s\u00fcreklilik, Atat\u00fcrk ink\u0131l\u00e2p ve ilkeleri ve Atat\u00fcrk milliyet\u00e7ili\u011fi, demokrasi e\u011fitimi, laiklik, bilimsellik, planl \u0131l\u0131k, okul aile i\u015fbirli\u011fi ve her yerde e\u011fitim konusunda derslerde s\u0131k s\u0131k yer verilmesini ve \u00f6zenle uygulanmas\u0131n\u0131n \u00f6nemine de\u011findi.<\/li>\n<\/ol>\n

                      Ayr\u0131ca, 2504 ve 2488 say\u0131l\u0131 Tebli\u011fler Dergisi\u2019nden Atat\u00fcrk\u00e7\u00fcl\u00fckle ilgili konular g\u00f6r\u00fc\u015f\u00fcld\u00fc. Okul M\u00fcd\u00fcr\u00fc \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. y\u0131ll\u0131k planlara al\u0131nan bu konular\u0131n zaman\u0131 olan g\u00fcn ve haftalarda derslerde i\u015flenmesi gerekti\u011fini \u00f6nemle vurgulad\u0131.<\/p>\n

                       <\/p>\n

                        \n
                      1. b) Yabanc\u0131 Dil-\u0130NG\u0130L\u0130ZCE dersinin \u00f6zel ve genel ama\u00e7lar\u0131 okunduktan sonra, e\u011fitim ve \u00f6\u011fretimde bu ama\u00e7lar\u0131n \u00f6\u011frencilere en iyi ve kal\u0131c\u0131 bir \u015fekilde yerle\u015ftirilmesinde titizlik g\u00f6sterilmesine dikkat \u00e7ekilmi\u015ftir.<\/li>\n<\/ol>\n

                         <\/p>\n

                          \n
                        1. c) 4.,5.,6.,7. ve 8. s\u0131n\u0131flar\u0131n Yabanc\u0131 Dil-\u0130NG\u0130L\u0130ZCE dersi m\u00fcfredat programlar\u0131 ilgili y\u00f6netmelikten okunmu\u015f ve bu programlara uyulmas\u0131 istenmi\u015ftir.<\/li>\n<\/ol>\n

                           <\/p>\n

                            \n
                          1. d) I. Kanaat D\u00f6neminde Y\u0131ll\u0131k planlar\u0131n yap\u0131lmas\u0131nda ” \u0130lk\u00f6\u011fretim Okullar\u0131 Y\u00f6netmeli\u011fi ” ve ilgili Yabanc\u0131 Dil-\u0130NG\u0130L\u0130ZCE dersi program\u0131n\u0131n g\u00f6z \u00f6n\u00fcnde bulundurularak konular\u0131n a\u011f\u0131rl\u0131\u011f\u0131na g\u00f6re d\u00fczenli ve planl\u0131 yap\u0131lmas\u0131 vurgulanm\u0131\u015ft\u0131r. (2089 Say\u0131l\u0131 Tebli\u011fler Dergisi)<\/li>\n<\/ol>\n

                             <\/p>\n

                            \u00d6\u011frenciler anlamada zorluk \u00e7ektikleri ve ba\u015far\u0131 g\u00f6steremedikleri i\u00e7in \u00f6nemli olan; \u00f6\u011frencinin anlad\u0131\u011f\u0131n\u0131 iyi anlamas\u0131 ve \u00f6\u011frenmesi, dersten uzakla\u015fmamas\u0131 ilkesi benimsendi\u011fi i\u00e7in baz\u0131 s\u0131n\u0131flarda y\u0131ll\u0131k planlar\u0131n gerisinde kal\u0131nabilece\u011fine karar verilmi\u015ftir.<\/p>\n

                             <\/p>\n

                              \n
                            1. e) \u0130ngilizce \u00f6\u011fretmenleri i\u00e7in ” Teacher’s Book\u2019\u2019lar \u0131n g\u00fcnl\u00fck planlar\u0131n yerine ge\u00e7mesinden dolay\u0131 bunlar\u0131n kullan\u0131lmas\u0131na karar verilmi\u015fitir.<\/li>\n<\/ol>\n

                               <\/p>\n

                               <\/p>\n

                                \n
                              1. Y\u00f6ntem ve Teknikler : <\/span><\/li>\n<\/ol>\n

                                \u00a0<\/span><\/p>\n

                                  \n
                                1. a) Yabanc\u0131 Dil-\u0130NG\u0130L\u0130ZCE dersi \u00f6\u011fretiminde kullan\u0131lacak y\u00f6ntem ve teknikler a\u015fa\u011f\u0131daki \u015fekilde maddelenmi\u015ftir.<\/li>\n<\/ol>\n

                                   <\/p>\n

                                  Y\u00d6NTEMLER (METHODS) TEKN\u0130KLER (TECHNICS)<\/p>\n

                                   <\/p>\n

                                  1- The Grammar Translation Method, 1- Demonstration,<\/p>\n

                                  2- The Direct Method, 2- Question and Answer,<\/p>\n

                                  3- The Audio-Lingual Method, 3- Mimicry and Memorization,<\/p>\n

                                  4- The Silent Way, 4- Role Play,<\/p>\n

                                  5- Suggestopedia, 5- Pair and Group Work,<\/p>\n

                                  6- Community Language Learning, 6- Micro Teaching,<\/p>\n

                                  7- The Total Physical Response Method, 7- Games.<\/p>\n

                                  8- The Communicative Approach,<\/p>\n

                                  9- The Eclectic Method,<\/p>\n

                                   <\/p>\n

                                    \n
                                  1. b) Konular\u0131 i\u015flerken mevcut olan y\u00f6ntem ve tekniklerden elden geldi\u011fince yararlan\u0131lmas\u0131 hedeflenmi\u015ftir.<\/li>\n<\/ol>\n

                                     <\/p>\n

                                      \n
                                    1. Ara\u00e7-Gere\u00e7<\/span> :<\/li>\n<\/ol>\n

                                       <\/p>\n

                                        \n
                                      1. a) \u00d6\u011frencilere 120 veya 140 yaprakl\u0131k \u00e7izgili veya kareli defter ald\u0131r\u0131lmas\u0131 uygun g\u00f6r\u00fclm\u00fc\u015ft\u00fcr. Kesinlikle her \u00f6 \u011frencinin bir ders kitab \u0131 ve \u00e7al\u0131\u015fma kitab\u0131 olmas\u0131n\u0131n \u00f6nemi vurgulanm\u0131\u015ft\u0131r. S\u00f6zl\u00fck kullanman\u0131n gerekli ve yararl\u0131 oldu\u011fu d\u00fc\u015f\u00fcn\u00fclerekten \u00f6\u011frencilerin bir “\u0130ngilizce-T\u00fcrk\u00e7e, T\u00fcrk\u00e7e-\u0130ngilizce” s\u00f6zl\u00fc\u011fe sahip olmalar\u0131 istenmi\u015ftir.<\/li>\n
                                      2. b) Okullarda Yabanc\u0131 Dil-\u0130ngilizce dersi i\u00e7in mevcut ara\u00e7 ve gere\u00e7lerden yararlan\u0131lmas\u0131 belirtilmi\u015ftir. Ayr\u0131ca “Flashcards, figurines, charts” gibi materyallerin de kullan\u0131lmas\u0131 gerekti\u011fi vurgulanm\u0131\u015ft\u0131r.<\/li>\n
                                      3. c) Yaz\u0131 tahtas\u0131n\u0131n ders i\u015flerken planl\u0131 ve d\u00fczenli kullan\u0131lmas\u0131na \u00f6nem g\u00f6sterilmesi istenmi\u015ftir.<\/li>\n
                                      4. d) Dyned projesinin uygulanmas\u0131 i\u00e7in, \u00f6zellikle BTS laboratuar\u0131 olan okullarda, bu laboratuarlar\u0131n kullan\u0131lmas\u0131na dikkat \u00e7ekilmi\u015ftir. Bu konuda s\u00f6z alan \u0130ngilizce \u00d6\u011fretmeni \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026, \u201c\u0130nternet ve bilgisayara sahip \u00f6\u011frencilerin g\u00fcnl\u00fck olarak Dy-ned interaktif kursunu her g\u00fcn yakla\u015f\u0131k olarak 45 dk. kullanmalar\u0131 te\u015fvik edilmelidir. \u201c dedi.<\/li>\n<\/ol>\n

                                         <\/p>\n

                                          \n
                                        1. \u00d6l\u00e7me ve De\u011ferlendirme<\/span> :<\/li>\n<\/ol>\n

                                           <\/p>\n

                                            \n
                                          1. a) “S\u0131n\u0131f Ge\u00e7me ve S\u0131nav Y\u00f6netmeli\u011fi” ilgili \u0130lk\u00f6\u011fretim Kurumlar\u0131 Y\u00f6netmeli\u011finden okunmu\u015f ve incelenmi\u015ftir.<\/li>\n
                                          2. b) 08.08 2007 tarih ve 2600 say\u0131l\u0131 Tebli\u011fler Dergisi ile 02.05.2006 tarih ve 26156 say\u0131l\u0131 Resmi gazetede yay\u0131nlanan \u0130lk\u00f6\u011fretim Kurumlar\u0131 Y\u00f6netmeli\u011finde yap\u0131lan de\u011fi\u015fiklikle bundan b\u00f6yle her d\u00f6nemde birinci kademede en az 2 yaz\u0131l\u0131, ikinci kademede ise 3 yaz\u0131l\u0131 yap\u0131lacakt\u0131r. Ayr\u0131ca ikinci d\u00f6nem bir tane proje \u00f6devi notu, bir tane performans g\u00f6revi notu ve en az iki tane de ders ve etkinliklere kat\u0131l\u0131m notu verilece\u011fi belirtildi.<\/li>\n<\/ol>\n

                                            Yaz\u0131l\u0131 s\u0131navlar\u0131n Mart ay\u0131n\u0131n son haftas\u0131, Nisan ay\u0131n\u0131n son haftas\u0131 ile May\u0131s ay\u0131n\u0131n son haftas\u0131 yap\u0131lmas\u0131 planlanm\u0131\u015ft\u0131r.<\/p>\n

                                            Ayr \u0131ca, yaz\u0131l\u0131 s\u0131navlardan \u00f6nce verilecek WORKSHEET\u2019 lerin yaz\u0131l\u0131 s\u0131navlarda \u00e7\u0131kacak soru tiplerini ve tekniklerini, yaz\u0131l\u0131 s\u0131navlarda her b\u00f6l\u00fcm i\u00e7in kulland\u0131\u011f\u0131m\u0131z INSTRUCTION\u2019 lar\u0131 \u00f6\u011frencilere tan\u0131tma f\u0131rsat\u0131 vermesi ve ayn\u0131 zamanda yaz\u0131l\u0131 s\u0131navlar i\u00e7inde zengin bir kaynak olu\u015fturmas\u0131 bak\u0131m\u0131ndan \u00e7ok \u00f6nemli bir ara\u00e7 oldu\u011funa i\u015faret edildi.<\/p>\n

                                              \n
                                            1. c) Ders i\u00e7i performans notu verilirken; \u00f6zellikle \u00f6\u011frencilerin s\u0131n\u0131f i\u00e7i etkinliklerinin ve derse kat\u0131lmalar\u0131n\u0131n, k\u0131sa g\u00fcnl\u00fck \u00f6devlerin zaman\u0131nda yap\u0131l\u0131p, yap\u0131lmad\u0131\u011f\u0131n\u0131n, \u00f6\u011frencilerin s\u0131n\u0131f i\u00e7indeki aktiviteleri, derse uyumlar\u0131, derse kat\u0131lma istekleri motivasyonlar\u0131 g\u00f6z \u00f6n\u00fcne al\u0131narak de\u011ferlendirme yap\u0131lmas\u0131na karar verildi.<\/li>\n<\/ol>\n

                                              d)<\/p>\n

                                              I VE II.KANAAT D\u00d6NEM\u0130NDE VER\u0130LECEK PROJE VE PERFORMANS G\u00d6REV\u0130 KONULARI A\u015eA\u011eIDAK\u0130 \u015eEK\u0130LDE SINIFLAR D\u00dcZEY\u0130NDE BEL\u0130RLENM\u0130\u015eT\u0130R;<\/p>\n

                                               <\/p>\n

                                              Derece Rakamla Puanlama<\/p>\n

                                              Pekiyi 5\u00a0\u00a0 85-100<\/p>\n

                                              \u0130yi 4\u00a0\u00a0\u00a0 70-84<\/p>\n

                                              Orta 3\u00a0\u00a0 55-69<\/p>\n

                                              Ge\u00e7er 2\u00a0\u00a0 45-54<\/p>\n

                                              Ba\u015far\u0131s\u0131z 1\u00a0\u00a0 0-44<\/p>\n

                                               <\/p>\n

                                              Proje ve performans \u00f6devlerinin m\u00fcmk\u00fcn oldu\u011funca okul ortam\u0131nda yapt\u0131r\u0131lmas\u0131na dikkat \u00e7ekilmi\u015ftir.<\/p>\n

                                               <\/p>\n

                                                \n
                                              1. S\u0131n\u0131flar : <\/strong><\/li>\n<\/ol>\n

                                                \u201cVerbs\u201d (Belli ba \u015fl\u0131 fiilleri i\u00e7eren resimli bir afi \u015f haz\u0131rlama.)<\/p>\n

                                                \u201cClassroom Objects\u201d (S \u0131n\u0131ftaki Objelerin \u00fczerine \u0130ngilizce kar\u015f\u0131l\u0131klar\u0131n\u0131 yap\u0131\u015ft\u0131r\u0131p telaffuz etme.)<\/p>\n

                                                Numbers (Say \u0131lar\u0131 ve yaz\u0131l\u0131\u015flar\u0131n\u0131 g\u00f6steren bir afi\u015f haz\u0131rlama.)<\/p>\n

                                                Family Members (Aile \u00fcyelerini kelimelerle tan \u0131tan k\u00fc\u00e7\u00fck kartlar haz \u0131rlama)<\/p>\n

                                                Animals (Hayvanlar \u0131 tan\u0131tan resimli Pano haz \u0131rlama)<\/p>\n

                                                Clothes (Elbiseleri resimli olarak tan \u0131tan afi\u015f haz\u0131rlama)<\/p>\n

                                                 <\/p>\n

                                                Free Subject (Serbest Konu)<\/p>\n

                                                \u00a0<\/strong><\/p>\n

                                                  \n
                                                1. S\u0131n\u0131flar : <\/strong><\/li>\n<\/ol>\n

                                                  Countries : (\u00dclkelerin haritalar \u0131 ve Dilleri ile Duvar panosu olu\u015fturma ve telaffuz edebilme)<\/p>\n

                                                  Tan\u0131tma Kartlar\u0131 : (Ki \u015fileri tan\u0131tan yaka kartlar \u0131 haz\u0131rlama)<\/p>\n

                                                  There is\/are yap\u0131s\u0131 : ( S\u00f6z konusu yap \u0131y\u0131 kullanarak afi\u015f haz\u0131rlama)<\/p>\n

                                                  \u0130ki ki\u015filik bir tan\u0131\u015fma diyalo\u011fu haz\u0131rlay\u0131p sunma.<\/p>\n

                                                  Yiyecekler \u00fczerine bir afi\u015f haz\u0131rlama.<\/p>\n

                                                  Can : (Can yap \u0131s\u0131n\u0131 kullanarak resimli pano haz \u0131rlama)<\/p>\n

                                                   <\/p>\n

                                                  Free Subject (Serbest Konu)<\/p>\n

                                                   <\/p>\n

                                                  6.S\u0131n\u0131flar : <\/strong><\/p>\n

                                                   <\/p>\n

                                                  How Much is it? (Konu ile resimli soru cevaplar i\u00e7eren pano)<\/p>\n

                                                  Have\/Has got (Olumlu \u2013 Olumsuz \u2013 Soru t\u00fcrlerinde c\u00fcmleler haz \u0131rlama)<\/p>\n

                                                  Colours (Renklerle ilgili pano haz \u0131rlama)<\/p>\n

                                                  Prepositions (Konu ile ilgili resimli sunu haz \u0131rlamak)<\/p>\n

                                                  Family Members (Aile \u00fcyelerini tan \u0131tan bir Aile A\u011fac\u0131 haz\u0131rlamak)<\/p>\n

                                                  Jobs (Meslekleri tan \u0131tan bir pano haz \u0131rlamak)<\/p>\n

                                                   <\/p>\n

                                                  Free Subject (Serbest Konu)<\/p>\n

                                                   <\/p>\n

                                                  7.S\u0131n\u0131flar : <\/strong><\/p>\n

                                                   <\/p>\n

                                                  Comperatives (Konu ile ilgili resimli anlat \u0131m)<\/p>\n

                                                  \u0130llnesses (Konu ile ilgili c\u00fcmleler olu \u015fturma ve diyalog \u015feklinde sunma)<\/p>\n

                                                  Have \/ Has To (Resimli Slayt haz \u0131rlama )<\/p>\n

                                                  Simple Past (Slayt haz \u0131rlama\/resimli dosya haz\u0131rlama\/istedi\u011fiv \u015fekilde sunum)<\/p>\n

                                                  Telling your summer holiday<\/p>\n

                                                   <\/p>\n

                                                  Free Subject (Serbest Konu)<\/p>\n

                                                  \u00a0<\/strong><\/p>\n

                                                  8.S\u0131n\u0131flar : <\/strong><\/p>\n

                                                   <\/p>\n