2025-2026 EĞİTİM-ÖĞRETİM YILI ..........................................................................
9. SINIF SEÇMELİ İNGİLİZCE (MAARİF) DERSİ ÜNİTELENDİRİLMİŞ YILLIK PLANI

Türkiye Yüzyılı Maarif Modeli

SÜRE ÜNİTE/TEMA/ÖĞRENME ALANI - İÇERİK ÇERÇEVESİ ÖĞRENME ÇIKTILARI VE SÜREÇ BİLEŞENLERİ PROGRAMLAR ARASI BİLEŞENLER BELİRLİ GÜN VE HAFTALAR
AY HAFTA SAAT ÜNİTE/TEMA/ÖĞRENME ALANI KONU (İÇERİK ÇERÇEVESİ) ÖĞRENME ÇIKTILARI SÜREÇ BİLEŞENLERİ SOSYAL - DUYGUSAL ÖĞRENME BECERİLERİ DEĞERLER OKURYAZARLIK BECERİLERİ BELİRLİ GÜN VE HAFTALAR
EYLÜL
1. Hafta:
08-12 Eylül
2 ORIENTATION ORIENTATION ORIENTATION Uluslararası Temiz Hava Günü
EYLÜL
2. Hafta:
15-19 Eylül
2 REVISION 1 REVISION 1 ENG.8.1.R3.Students can make sense of and derive meaning from the current content on “school lifeand education with school events and celebrations (sports, music, drama); developing theenvironment; national days and celebrations”. ENG.8.1.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, basedon the current content about “school life and education with school events and celebrations(sports, music, drama); developing the environment; national days and celebrations” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.8.1.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “school life and education with school eventsand celebrations (sports, music, drama); developing the environment; national days andcelebrations”, after recognising them in context and developing their conscious and inductivegrammaring skills through consciousness-raising and discovery. ENG.8.1.W7.Students can reflect on their experiences, thoughts, ideas, and feelings related to thewriting process about the current content on “school life and education with school eventsand celebrations (sports, music, drama); developing the environment; national days andcelebrations” in relation to themselves or others, both individually and/or with others. ENG.8.1.S3.Students can produce meaningful and accurate spoken content related to the current themeon “school life and education with school events and celebrations (sports, music, drama);developing the environment; national days and celebrations”. ENG.8.2.R3.Students can make sense of and derive meaning from the current content on “classroomlife and learning with preferences for different learning activities; preferences for differentlearning technologies”. İlköğretim Haftası, Mevlid-i Nebî Haftası, Öğrenciler Günü, Gaziler Günü
EYLÜL
3. Hafta:
22-26 Eylül
2 REVISION 1 REVISION 1 ENG.8.2.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, based onthe current content about “classroom life and learning with preferences for different learningactivities; preferences for different learning technologies” after recognising them in contextand developing their conscious and inductive vocabulary learning skills. ENG.8.2.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “classroom life and learning with preferencesfor different learning activities; preferences for different learning technologies”, afterrecognising them in context and developing their conscious and inductive grammaring skillsthrough consciousness-raising and discovery. ENG.8.3.R3.Students can make sense of and derive meaning from the current content on “personallife and well-being with mobile phones and their impact on health and social life; personalpreferences for films and visual arts”. ENG.8.3.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, basedon the current content about “personal life and well- being with mobile phones and their impacton health and social life; personal preferences for films and visual arts” after recognising themin context and developing their conscious and inductive vocabulary learning skills. ENG.8.3.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “personal life and well-being with mobile phonesand their impact on health and social life; personal preferences for films and visual arts”, afterrecognising them in context and developing their conscious and inductive grammaring skillsthrough consciousness-raising and discovery. ENG.8.4.R3.Students can make sense of and derive meaning from the current content on “family life andhome with relationships, problems and solutions in the family; different houses and livingstyles”. ENG.8.4.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, based onthe current content about “family life and home with relationships, problems and solutions inthe family; different houses and living styles” after recognising them in context and developingtheir conscious and inductive vocabulary learning skills. ENG.8.4.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “family life and home with relationships,problems and solutions in the family; different houses and living styles”, after recognisingthem in context and developing their conscious and inductive grammaring skills throughconsciousness-raising and discovery.
EKİM
4. Hafta:
29 Eylül- 03 Ekim
2 REVISION 2 REVISION 2 ENG.8.5.R3.Students can make sense of and derive meaning from the current content on “life in theneighbourhood and city including social life with sports events in the city and rural areas; prosand cons of living in rural areas and in the city”. ENG.8.5.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “life in the neighbourhood and city includingsocial life with sports events in the city and rural areas; pros and cons of living in rural areasand in the city”, after recognising them in context and developing their conscious and inductivegrammaring skills through consciousness-raising and discovery. ENG.8.6.R3.Students can make sense of and derive meaning from the current content on “life in the worldand culture with different cooking styles and preferences in the world; different food culturesin the world”. ENG.8.6.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, basedon the current content about “life in the world and culture with different cooking styles andpreferences in the world; different food cultures in the world” after recognising them in contextand developing their conscious and inductive vocabulary learning skills. ENG.8.6.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “life in the world and culture with differentcooking styles and preferences in the world; different food cultures in the world”, afterrecognising them in context and developing their conscious and inductive grammaring skillsthrough consciousness-raising and discovery. ENG.8.7.R3.Students can make sense of and derive meaning from the current content on “life in natureand global problems with natural disasters and their damage on animals and nature; naturaldisasters and their damage on people’s lives”. Disleksi Haftası, Dünya Disleksi Günü
EKİM
5. Hafta:
06-10 Ekim
2 REVISION 2 REVISION 2 ENG.8.7.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, basedon the current content about “life in nature and global problems with natural disasters andtheir damage on animals and nature; natural disasters and their damage on people’s lives” afterrecognising them in context and developing their conscious and inductive vocabulary learningskills. ENG.8.7.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “life in nature and global problems with naturaldisasters and their damage on animals and nature; natural disasters and their damage onpeople’s lives”, after recognising them in context and developing their conscious and inductivegrammaring skills through consciousness-raising and discovery. ENG.8.7.W7.Students can reflect on their experiences, thoughts, ideas, and feelings related to the writingprocess about the current content on “life in nature and global problems with natural disastersand their damage on animals and nature; natural disasters and their damage on people’s lives”in relation to themselves or others, both individually and/or with others. ENG.8.8.R3.Students can make sense of and derive meaning from the current content on “life in theuniverse and future with transport in the future; self- driving cars; flying vehicles in the future”.Students can make sense of and derive meaning from the current content on “life in theuniverse and future with transport in the future; self-driving cars; flying vehicles in the future”. ENG.8.8.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, basedon the current content about “life in the universe and future with transport in the future; self-driving cars; flying vehicles in the future” after recognising them in context and developingtheir conscious and inductive vocabulary learning skills. ENG.8.8.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “life in the universe and future with transportin the future; self-driving cars; flying vehicles in the future”, after recognising them in contextand developing their conscious and inductive grammaring skills through consciousness-raising and discovery. Ahilik Kültürü Haftası
EKİM
6. Hafta:
13-17 Ekim
2 SCHOOL LIFE Sub-themes: "Students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations" Target Vocabulary in Use (with revisional vocabulary): Countries: Türkiye, the UK: United Kingdom (England, Scotland, Wales, Northern Ireland). the USA (the United States of America), Canada, Australia, New Zealand, South Africa, Italy, France, Germany, Spain, Russia, India, Japan, China, Mexico Nationalities & Languages: Turkish/Turkish, British/English, Scottish/English, Irish/English, American/English, Canadian/English- French Australian/English, New Zealander/English, South African/English, Italian/Italian, French/French, German/German, Spanish/Spanish, Russian/Russian, Indian/Hindi/Urdu/ English, Japanese/Japanese, Chinese/Chinese, Mexican/Spanish. Target Vocabulary: Countries: South Korea, Poland, Chile, Peru, Thailand, Norway, Hungary, Bulgaria, Azerbaijan, Uzbekistan, Turkmenistan, Turkish Republic of Northern Cyprus LISTENING ENG.9.1.L1 Students can prepare and get ready for listening towatching about the current content on school life with students of different countries nationalities and languages capitals of their countries and tourist attractions activities in their capitals and countries national days and celebrations. READING ENG.9.1.R1 Students can prepare for reading the content on school life with students of different countries nationalities and languages capitals of their countries and tourist attractions activities in their capitals and countries national days and celebrations efficiently and effectively. WRITING ENG.9.1.W1 Students can prepare for writing efficiently and accurately based on the current content about school life with students of different countries nationalities and languages capitals of their countries and tourist attractions activities in their capitals and countries national days and celebrations. SPEAKING ENG.9.1.S1 Students can prepare themselves to speak meaningfully fluently and efficiently about the current content on school life with students of different countries nationalities and languages capitals of their countries and tourist attractions activities in their capitals and countries national days and celebrations. VOCABULARY ENG.9.1.V1 Students can select and use target vocabulary efficiently effectively and accurately based on the current content about school life with students of different countries nationalities and languages capitals of their countries and tourist attractions activities in their capitals and countries national days and celebrations after recognising them in context and developing their conscious and inductive vocabulary learning skills. GRAMMAR ENG.9.1.G1 Students can select and use target grammatical language items efficiently effectively and accurately based on the current content about school life with students of different countries nationalities and languages capitals of their countries and tourist attractions activities in their capitals and countries national days and celebrations
EKİM
7. Hafta:
20-24 Ekim
2 SCHOOL LIFE Tourist attractions and activities: Nouns: Sightseeing, a tourist attraction, a trip, a journey, a location, a historical/ancient ruin, a historical site, a palace, a square, a tower, a castle, a monument, an art museum, baths, a boat ride, native language, fjords, UNESCO World Heritage Site, tourist spots. Verbs: To head to, to join, to be famous for. Adjectives: fascinating, ancient, native. Adverbs: Fluently *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) LISTENING ENG.9.1.L2 Students can bring together the information in the current content on school life with students of different countries nationalities and languages capitals of their countries and tourist attractions activities in their capitals and countries national days and celebrations. READING ENG.9.1.R2 Students can bring information together about the current content on school life with students of different countries nationalities and languages capitals of their countries and tourist attractions activities in their capitals and countries national days and celebrations through skimming scanning and detailed reading. WRITING ENG.9.1.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on school life with students of different countries nationalities and languages capitals of their countries and tourist attractions activities in their capitals and countries national days and celebrations. SPEAKING ENG.9.1.S2 Students can analyse and understand the model content related to school life with students of different countries nationalities and languages capitals of their countries and tourist attractions activities in their capitals and countries national days and celebrations to support the production of spoken language. PRONUNCIATION ENG.9.1.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds words phrases clauses and sentences in utterances authentically naturally and accurately in the current content about school life with students of different countries nationalities and languages capitals of their countries and tourist attractions activities in their capitals and countries national days and celebrations to develop holistic and conscious pronunciation skills after recognising them in context. LISTENING ENG.9.1.L3 Students can make sense of and derive meaning from the current content on school life with students of different countries nationalities and languages capitals of their countries and tourist attractions activities in their capitals and countries national days and celebrations.
EKİM
8. Hafta:
27-31 Ekim
2 SCHOOL LIFE *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -“To be” (present) for the following: (Where are you from? I’m/am from Türkiye.) (What’s/is your nationality? I’m/am Turkish.) -Modal “Can”: (What language (s) can you/we/they/she/he speak? I can speak Turkish. What is the capital of Türkiye? The capital of Türkiye is Ankara. Where can tourists visit in İstanbul? They can visit Sultanahmet Square/Galata Bridge/ Dolmabahçe Palace, etc. in İstanbul. What can tourists do in İstanbul? They can take a boat trip on the Bosphorus etc. in İstanbul. I can speak Japanese.) Functions of the LISTENING ENG.9.1.L4 Students can reflect on the information experiences thoughts ideas and feelings related to the listening towatching process about the current content on school life with students of different countries nationalities and languages capitals of their countries and tourist attractions activities in their capitals and countries national days and celebrations in relation to themselves or others both individually andor with others. READING ENG.9.1.R3 Students can make sense of and derive meaning from the current content on school life with students of different countries nationalities and languages capitals of their countries and tourist attractions activities in their capitals and countries national days and celebrations. WRITING ENG.9.1.W3 Students can construct new written content on school life with students of different countries nationalities and languages capitals of their countries and tourist attractions activities in their capitals and countries national days and celebrations based on their understanding of the models provided. SPEAKING ENG.9.1.S3 Students can produce meaningful and accurate spoken content related to the current theme on school life with students of different countries nationalities and languages capitals of their countries and tourist attractions activities in their capitals and countries national days and celebrations. READING ENG.9.1.R4 Students can reflect on the information experiences thoughts ideas and feelings related to the reading process about the current content on school life with students of different countries nationalities and languages capitals of their countries and tourist attractions activities in their capitals and countries national days and celebrations in relation to themselves or others both individually andor with others. WRITING ENG.9.1.W4 Students can practise producing written content based on the current theme school life with students of different countries nationalities and languages capitals of their countries and tourist attractions activities in their capitals and countries national days and celebrations. Cumhuriyet Bayramı
KASIM
9. Hafta:
03-07 Kasım
2 SCHOOL LIFE Target Grammatical Structures in Use: -Use of “To be” in the Simple Present Tense (am, is, are): Introducing home countries, nationalities, languages, capitals, and historical places/ activities in capitals and/or home countries in English in the present time. -Use of “Can”: Describing possibility and opportunity: Describing (language) ability. Target Social Language Expressions in Use: Hello! Hi! Hi there! Let me introduce myself. This is Yasemin from Türkiye. Wow! This palace/tower/etc. is excellent/great/perfect! I like it here/there! Let’s grab our trays! Chat about..! Target Phonological Sounds in Use: Long and short vowels: a: (/ae/; /aeı/; /ə/; /a:/; /eɪ/; /a:/; /a/; /ɔː/; /eə/) Consonants: b: (/b/); silent /b/ c (/si/; /k/) d: /d/ *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) WRITING ENG.9.1.W5 Students can engage in the process of writing related to the content on school life with students of different countries nationalities and languages capitals of their countries and tourist attractions activities in their capitals and countries national days and celebrations. SPEAKING ENG.9.1.S4 Students can construct meaningful spoken content about school life with students of different countries nationalities and languages capitals of their countries and tourist attractions activities in their capitals and countries national days and celebrations through efficient and meaningful practice. WRITING ENG.9.1.W6 Students can reconstruct their writing about the current theme on school life with students of different countries nationalities and languages capitals of their countries and tourist attractions activities in their capitals and countries national days and celebrations to communicate effectively about it. SPEAKING ENG.9.1.S5 Students can reconstruct the information about school life with students of different countries nationalities and languages capitals of their countries and tourist attractions activities in their capitals and countries national days and celebrations when communicating with others. ENG.9.1.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others. Kızılay Haftası, Organ Bağışı ve Nakli Haftası, Lösemili Çocuklar Haftası
KASIM
10. Hafta:
10-14 Kasım
2 FIRST MIDTERM BREAK: November 10 - 14 FIRST MIDTERM BREAK: November 10 - 14 FIRST MIDTERM BREAK: November 10 - 14 Atatürk Haftası, Afet Eğitimi Hazırlık Günü, Dünya Diyabet Günü
KASIM
11. Hafta:
17-21 Kasım
2 CLASSROOM LIFE Sub-themes: ''Classmates, friendships, daily and study routines, habits, and activities'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for daily routines, habits, and activities: Verbs: To wake up, to get out of bed, to make (my) bed, to clean (my) face, to have/take a bath/shower, to comb (my) hair, to take clothes off, to get dressed, to put clothes on, to (re)charge (my) phone, to check emails/ messages, to leave home, to take the (school) bus/train/taxi to school, to walk to school, to attend classes, to have a break, to leave school, to return home, to arrive home, to watch series/ films/documentaries, to relax, to go shopping, to do household chores, to run errands. Vocabulary for study routines, habits and activities: Nouns: A task. Verbs: To plan, to work on (my) tasks, to participate (activities), to read silently/aloud etc., to repeat, to take notes, to last, to focus, to highlight, to keep up with, to get back to (studying) LISTENING ENG.9.2.L1 Students can prepare and get ready for listening towatching about the current content on classroom life with classmates friendships daily and study routines habits and activities. READING ENG.9.2.R1 Students can prepare for reading the content on classroom life with classmates friendships daily and study routines habits and activities efficiently and effectively. WRITING ENG.9.2.W1 Students can prepare for writing efficiently and accurately based on the current content about classroom life with classmates friendships daily and study routines habits and activities. SPEAKING ENG.9.2.S1 Students can prepare themselves to speak meaningfully fluently and efficiently about the current content on classroom life with classmates friendships daily and study routines habits and activities. VOCABULARY ENG.9.2.V1 Students can select and use target vocabulary efficiently effectively and accurately based on the current content about classroom life with classmates friendships daily and study routines habits and activities after recognising them in context and developing their conscious and inductive vocabulary learning skills. GRAMMAR ENG.9.2.G1 Students can select and use target grammatical language items efficiently effectively and accurately based on the current content about classroom life with classmates friendships daily and study routines habits and activities after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. Dünya Felsefe Günü, Dünya Çocuk Hakları Günü
KASIM
12. Hafta:
24-28 Kasım
2 CLASSROOM LIFE *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Ağız ve Diş Sağlığı Haftası, Öğretmenler Günü
ARALIK
13. Hafta:
01-05 Aralık
2 CLASSROOM LIFE Target Grammatical Structures in Use: -The Simple Present Tense (Subject verb agreement with subject pronouns “I, we, you, she, he, they, it”.) (I always walk to school.) Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing daily and study routines, habits, and activities. Target Social Language Expressions in Use: Bright and early! I call it a day! Hit the books! I learn by heart! Work hard, play later! Target Phonological Sounds in Use: Vowels: e: (/e/; /ae/) Consonants: f: (/f/), g: (/g/, /dʒ/), h: (/h/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) WRITING ENG.9.2.W3 Students can construct new written content on classroom life with classmates friendships daily and study routines habits and activities based on their understanding of the models provided. SPEAKING ENG.9.2.S3 Students can produce meaningful and accurate spoken content related to the current theme on classroom life with classmates friendships daily and study routines habits and activities. READING ENG.9.2.R4 Students can reflect on the information experiences thoughts ideas and feelings related to the reading process about the current content on classroom life with classmates friendships daily and study routines habits and activities in relation to themselves or others both individually andor with others. WRITING ENG.9.2.W4 Students can practise producing written content based on the current theme classroom life with classmates friendships daily and study routines habits and activities. WRITING ENG.9.2.W5 Students can engage in the process of writing related to the content on classroom life with classmates friendships daily and study routines habits and activities. SPEAKING ENG.9.2.S4 Students can construct meaningful spoken content on classroom life with classmates friendships daily and study routines habits and activities through efficient and meaningful practice. WRITING ENG.9.2.W6 Students can reconstruct their writing about the current theme on classroom life with classmates friendships daily and study routines habits and activities to communicate effectively about it. SPEAKING ENG.9.2.S5 Students can reconstruct the information about classroom life with classmates friendships daily and study routines habits and activities when communicating with others. ENG.9.2.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' in relation to themselves or others, both individually and/or with others. Dünya Engelliler Günü, Dünya Madenciler Günü, Türk Kadınına Seçme ve Seçilme Hakkının Verilişi
ARALIK
14. Hafta:
08-12 Aralık
2 PERSONAL LIFE PHYSICAL APPEARANCE AND PERSONALITY Sub-themes: “Physical appearance in terms of physical features and personality in terms of personal traits and characters” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for physical features: Vocabulary for body weight: Plump, slim, well-built. Vocabulary for body height: Medium-height. Vocabulary for hair colour/shape: Blond (male), blonde (female), wavy, curly, straight. Vocabulary for skin colour: Brunette, fair (skinned), tan (skinned) pale (skinned), dark (skinned) Vocabulary for age: Middle- aged, elderly. LISTENING ENG.9.3.L1 Students can prepare and get ready for listening towatching about the current content on personal life with physical appearance in terms of physical features and personality in terms of personal traits and character. READING ENG.9.3.R1 Students can prepare for reading the content on personal life with physical appearance in terms of physical features and personality in terms of personal traits and character efficiently and effectively. WRITING ENG.9.3.W1 Students can prepare for writing efficiently and accurately based on the current content about personal life with physical appearance in terms of physical features and personality in terms of personal traits and character. SPEAKING ENG.9.3.S1 Students can prepare themselves to speak meaningfully fluently and efficiently about the current content on personal life with physical appearance in terms of physical features and personality in terms of personal traits and character. VOCABULARY ENG.9.3.V1 Students can select and use target vocabulary efficiently effectively and accurately based on the current content about personal life with physical appearance in terms of physical features and personality in terms of personal traits and character after recognising them in context and developing their conscious and inductive vocabulary learning skills. GRAMMAR ENG.9.3.G1 Students can select and use target grammatical language items efficiently effectively and accurately based on the current content about personal life with physical appearance in terms of physical features and personality in terms of personal traits and character after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. Mevlana Haftası, İnsan Hakları ve Demokrasi Haftası
ARALIK
15. Hafta:
15-19 Aralık
2 PERSONAL LIFE PHYSICAL APPEARANCE AND PERSONALITY Vocabulary for physical appearance: Attractive, handsome, good-looking, pretty. Vocabulary for personality: Adjectives: Smart, clever, confident, cheerful, outgoing, careless, calm, shy, silly, forgetful, honest, brave, serious, gentle, kind, polite, generous, rude, peaceful, quiet, moody. Vocabulary for describing appearance: Verbs: To look (like), to sound, to seem. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". LISTENING ENG.9.3.L2 Students can bring together the information in the current content on personal life with physical appearance in terms of physical features and personality in terms of personal traits and character. READING ENG.9.3.R2 Students can bring information together about the current content on personal life with physical appearance in terms of physical features and personality in terms of personal traits and character through skimming scanning and detailed reading. WRITING ENG.9.3.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on personal life with physical appearance in terms of physical features and personality in terms of personal traits and character. SPEAKING ENG.9.3.S2 Students can analyse and understand the model content related to personal life with physical appearance in terms of physical features and personality in terms of personal traits and character to support the production of spoken language. PRONUNCIATION ENG.9.3.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds words phrases clauses and sentences in utterances authentically naturally and accurately in the current content about personal life with physical appearance in terms of physical features and personality in terms of personal traits and character to develop holistic and conscious pronunciation skills after recognising them in context. LISTENING ENG.9.3.L3 Students can make sense of and derive meaning from the current content on personal life with physical appearance in terms of physical features and personality in terms of personal traits and character. Tutum, Yatırım ve Türk Malları Haftası
ARALIK
16. Hafta:
22-26 Aralık
2 EVALUATION WEEK EVALUATION WEEK EVALUATION WEEK Mehmet Akif Ersoy'u Anma Haftası
OCAK
17. Hafta:
29 Aralık- 02 Ocak
2 PERSONAL LIFE PHYSICAL APPEARANCE AND PERSONALITY *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Present Simple Tense (to be in present) (subject verb agreement with subject pronouns “I, we, you, she, he, they, it): (What does s/he look like? S/he looks very nice.) (What kind of a person is s/he? S/He is a brave person / S/He’s very honest.) LISTENING ENG.9.3.L4 Students can reflect on the information experiences thoughts ideas and feelings related to the listening towatching process about the current content on personal life with physical appearance in terms of physical features and personality in terms of personal traits and character in relation to themselves or others both individually andor with others. READING ENG.9.3.R3 Students can make sense of and derive meaning from the current content on personal life with physical appearance in terms of physical features and personality in terms of personal traits and character. WRITING ENG.9.3.W3 Students can construct new written content on personal life with physical appearance in terms of physical features and personality in terms of personal traits and character based on their understanding of the models provided. SPEAKING ENG.9.3.S3 Students can produce meaningful and accurate spoken content related to the current theme on personal life with physical appearance in terms of physical features and personality in terms of personal traits and character. READING ENG.9.3.R4 Students can reflect on the information experiences thoughts ideas and feelings related to the reading process about the current content on personal life with physical appearance in terms of physical features and personality in terms of personal traits and character in relation to themselves or others both individually andor with others. WRITING ENG.9.3.W4 Students can practise producing written content based on the current theme personal life with physical appearance in terms of physical features and personality in terms of personal traits and character.
OCAK
18. Hafta:
05-09 Ocak
2 PERSONAL LIFE PHYSICAL APPEARANCE AND PERSONALITY -Too & enough: (S/He’s/is too good. S/He’s/is good enough.) Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing people’s physical appearances, being in present, describing people’s personalities -Use of “too & enough”: “Too” indicates degrees (Too means more than necessary. “Enough” indicates the right amount of something) Target Social Language Expressions in Use: You look amazing! That sounds great! She’s/is too young! What a good person! Target Phonological Sounds in Use: Vowels: i: (/i:/;/ɪ/; /aɪ/) Consonants: j: (ʒ/); k (/k/), l /l/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) WRITING ENG.9.3.W5 Students can engage in the process of writing related to the content of personal life with physical appearance in terms of physical features and personality in terms of personal traits and character. SPEAKING ENG.9.3.S4 Students can construct meaningful spoken content about personal life with physical appearance in terms of physical features and personality in terms of personal traits and character through efficient and meaningful practice. WRITING ENG.9.3.W6 Students can reconstruct their writing about the current theme on personal life with physical appearance in terms of physical features and personality in terms of personal traits and character to communicate effectively about it. SPEAKING ENG.9.3.S5 Students can reconstruct the information about personal life with physical appearance in terms of physical features and personality in terms of personal traits and character when communicating with others. ENG.9.3.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others. Enerji Tasarrufu Haftası
OCAK
19. Hafta:
12-16 Ocak
2 PERSONAL LIFE PHYSICAL APPEARANCE AND PERSONALITY -Too & enough: (S/He’s/is too good. S/He’s/is good enough.) Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing people’s physical appearances, being in present, describing people’s personalities -Use of “too & enough”: “Too” indicates degrees (Too mean... WRITING ENG.9.3.W5 Students can engage in the process of writing related to the content of personal life with physical appearance in terms of physical features and personality in terms of personal traits and character. SPEAKING ENG.9.3.S4 Students can construct meaningful spoken content about personal life with physical appearance in terms of physical features and personality in terms of personal traits and character through efficient and meaningful practice. WRITING ENG.9.3.W6 Students can reconstruct their writing about the current theme on personal life with physical appearance in terms of physical features and personality in terms of personal traits and character to communicate effectively about it. SPEAKING ENG.9.3.S5 Students can reconstruct the information about personal life with physical appearance in terms of physical features and personality in terms of personal traits and character when communicating with others. ENG.9.3.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others.
OCAK
20. Hafta:
19-23 Ocak
2 SEMESTER: January 19 - 30 SEMESTER: January 19 - 30 SEMESTER: January 19 - 30
OCAK
21. Hafta:
26-30 Ocak
2 SEMESTER: January 19 - 30 SEMESTER: January 19 - 30 SEMESTER: January 19 - 30
ŞUBAT
22. Hafta:
02-06 Şubat
2 FAMILY LIFE Sub-themes: “Family members’ jobs, work routines, work activities and workplaces” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for jobs: Nouns: A bank clerk, a security guard, a pharmacist, a photographer, a journalist, an architect, a lawyer, an accountant, a businessperson, a computer programmer, a scientist, a psychologist, a content creator, a virtual assistant, a digital marketer, a counsellor, a client, a patent (holder) Vocabulary for workplaces: Nouns: A bank, a shopping centre, a pharmacy, a photography studio, a news agency, an architecture/ architectural firm, a law firm, an accounting firm, a business office, an IT company, a science lab, a clinic, a social media platform, leisure centre, Additional Nouns: brand, brand awareness, Adverbs: remotely. Vocabulary for action verbs representing family members’ work routines and activities: LISTENING ENG.9.4.L1 Students can prepare and get ready for listening towatching about the current content on family life with family members jobs work routines work activities and workplaces. READING ENG.9.4.R1 Students can prepare for reading the content on family life with family members jobs work routines work activities and workplaces efficiently and effectively. WRITING ENG.9.4.W1 Students can prepare for writing efficiently and accurately based on the current content about family life with family members jobs work routines work activities and workplaces. SPEAKING ENG.9.4.S1 Students can prepare themselves to speak meaningfully fluently and efficiently about the current content on family life with family members jobs work routines work activities and workplaces. VOCABULARY ENG.9.4.V1 Students can select and use target vocabulary efficiently effectively and accurately based on the current content about family life with family members jobs work routines work activities and workplaces after recognising them in context and developing their conscious and inductive vocabulary learning skills. GRAMMAR ENG.9.4.G1 Students can select and use target grammatical language items efficiently effectively and accurately based on the current content about family life with family members jobs work routines work activities and workplaces after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ŞUBAT
23. Hafta:
09-13 Şubat
2 FAMILY LIFE Vocabulary for family members: A cousin, a nephew, a niece, stepfather, stepmother, stepson, stepdaughter, relative. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. LISTENING ENG.9.4.L2 Students can bring together the information in the current content on family life with family members jobs work routines work activities and workplaces. READING ENG.9.4.R2 Students can bring information together about the current content on family life with family members jobs work routines work activities and workplaces through skimming scanning and detailed reading. WRITING ENG.9.4.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on family life with family members jobs work routines work activities and workplaces. SPEAKING ENG.9.4.S2 Students can analyse and understand the model content related to family life with family members jobs work routines work activities and workplaces to support the production of spoken language. PRONUNCIATION ENG.9.4.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds words phrases clauses and sentences in utterances authentically naturally and accurately in the current content about family life with family members jobs work routines work activities and workplaces to develop holistic and conscious pronunciation skills after recognising them in context. LISTENING ENG.9.4.L3 Students can make sense of and derive meaning from the current content on family life with family members jobs work routines work activities and workplaces. LISTENING ENG.9.4.L4 Students can reflect on the information experiences thoughts ideas and feelings related to the listening towatching process about the current content on family life with family members jobs work routines work activities and workplaces in relation to themselves or others both individually andor with others.
ŞUBAT
24. Hafta:
16-20 Şubat
2 FAMILY LIFE Target Grammatical Structures in Use: -The Simple Present Tense: (affirmative, negative, interrogative) (Subject verb agreement with subject pronouns “I, we, you, she, he, they, it”.) What is her/his job? S/he’s/is a scientist. What does s/he do? S/he researches a new project. What’s/is your job? I’m/am a photographer. What do you do? I shoot photographs. What are your parents’ job? They’re/are architects. What do they do? They design buildings. -Prepositions of place: at, in, on Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Asking and answering about family members’ and other people’s jobs, describing work activities, identifying workplaces. -Use of the prepositions of place: Describing where people work. Target Social Language Expressions in Use: Great job! S/he made it! S/he’s/ is in charge of the building. S/He’s/is responsible for designing the plans. Target Phonological Sounds in Use: Vowels: o: (/o/, /ɒ/, /ɔ:/) Consonants: m: (/m/), n: (/ŋ/, p: /p/ READING ENG.9.4.R3 Students can make sense of and derive meaning from the current content on family life with family members jobs work routines work activities and workplaces. WRITING ENG.9.4.W3 Students can construct new written content on family life with family members jobs work routines work activities and workplaces based on their understanding of the models provided. SPEAKING ENG.9.4.S3 Students can produce meaningful and accurate spoken content related to the current theme on family life with family members jobs work routines work activities and workplaces. READING ENG.9.4.R4 Students can reflect on the information experiences thoughts ideas and feelings related to the reading process about the current content on family life with family members jobs work routines work activities and workplaces in relation to themselves or others both individually andor with others. WRITING ENG.9.4.W4 Students can practise producing written content based on the current theme family life with family members jobs work routines work activities and workplaces. ENG.9.4.W5 Students can engage in the process of writing related to the content on family life with family members jobs work routines work activities and workplaces. SPEAKING ENG.9.4.S4 Students can construct meaningful spoken content about family life with family members jobs work routines work activities and workplaces through efficient and meaningful practice. WRITING ENG.9.4.W6 Students can reconstruct their writing about the current theme on family life with family members jobs work routines work activities and workplaces to communicate effectively about it. SPEAKING ENG.9.4.S5 Students can reconstruct the information about family life with family members jobs work routines work activities and workplaces when communicating with others. ENG.9.4.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' in relation to themselves or others, both individually and/or with others.
ŞUBAT
25. Hafta:
23-27 Şubat
2 LIFE IN THE HOUSE AND NEIGHBOUR HOOD Sub-themes: “Types of houses, rooms, furniture and activities in the house” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for types of houses: A detached house (a single-family house-AmE), a semi-detached house (a duplex-AmE), a terraced house (a row house-AmE), a block of flats (an apartment building-AmE.), a villa (a vacation home-AmE), a cottage, a bungalow (a ranch house-AmE), a penthouse. Vocabulary for rooms and places in the house: (For revision): Nouns: a bedroom, a sitting-room (a living room-AmE), a garden (a yard-AmE), a kitchen, a bathroom, a toilet (a restroom-AmE), a utility room (a laundry room-AmE), a dining room, a corridor-a hall (a hallway-AmE), a garage, upstairs, downstairs, a terrace (patio-AmE). Vocabulary for furniture and appliances in the house: A sofa (a couch-AmE), a table, a chair, an armchair, a coffee table, a wardrobe (a closet-AmE), a bedside table (a nightstand-AmE), a cupboard, a bathtub, a shower, a basin (a sink-AmE), a hoover (a vacuum cleaner- AmE), an oven, a fridge (a refrigerator-AmE, a ENG.9.5.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. LISTENING ENG.9.5.L2 Students can bring together the information in the current content on life in the house and neighbourhood with types of houses rooms furniture and activities in the house. READING ENG.9.5.R2 Students can bring information together about the current content on life in the house and neighbourhood with types of houses rooms furniture and activities in the house through skimming scanning and detailed reading. WRITING ENG.9.5.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on life in the house and neighbourhood with types of houses rooms furniture and activities in the house. SPEAKING ENG.9.5.S2 Students can analyse and understand the model content related to life in the house and neighbourhood with types of houses rooms furniture and activities in the house to support the production of spoken language. PRONUNCIATION ENG.9.5.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds words phrases clauses and sentences in utterances authentically naturally and accurately in the current content about life in the house and neighbourhood with types of houses rooms furniture and activities in the house to develop holistic and conscious pronunciation skills after recognising them in context. Vergi Haftası, Yeşilay Haftası
MART
26. Hafta:
02-06 Mart
2 LIFE IN THE HOUSE AND NEIGHBOUR HOOD Adjectives: Spacious, stylish, harmonious. Vocabulary for the activities to be done at home: (For revision): Verbs: to have breakfast/dinner/lunch, to have a shower/ bath, to make (the bed), to clean, to watch TV, to play computer games, to read. To prepare the table (to set the table for breakfast/lunch/dinner-AmE), to relax, to iron, to brush (teeth, hair), to tidy up, to wash the dishes, to wash/do the laundry. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme LISTENING ENG.9.5.L3 Students can make sense of and derive meaning from the current content on life in the house and neighbourhood with types of houses rooms furniture and activities in the house. LISTENING ENG.9.5.L4 Students can reflect on the information experiences thoughts ideas and feelings related to the listening towatching process about the current content on life in the house and neighbourhood with types of houses rooms furniture and activities in the house in relation to themselves or others both individually andor with others. READING ENG.9.5.R3 Students can make sense of and derive meaning from the current content on life in the house and neighbourhood with types of houses rooms furniture and activities in the house. WRITING ENG.9.5.W3 Students can construct new written content on life in the house and neighbourhood with types of houses rooms furniture and activities in the house based on their understanding of the models provided. SPEAKING ENG.9.5.S3 Students can produce meaningful and accurate spoken content related to the current theme on life in the house and neighbourhood with types of houses rooms furniture and activities in the house. READING ENG.9.5.R4 Students can reflect on the information experiences thoughts ideas and feelings related to the reading process about the current content on life in the house and neighbourhood with types of houses rooms furniture and activities in the house in relation to themselves or others both individually andor with others. WRITING ENG.9.5.W4 Students can practise producing written content based on the current theme life in the house and neighbourhood with types of houses rooms furniture and activities in the house. Girişimcilik Haftası
MART
27. Hafta:
09-13 Mart
2 LIFE IN THE HOUSE AND NEIGHBOUR HOOD In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Present Tense: (Subject verb agreement with subject pronouns: I/you/ we/they/he/she/it). (Affirmative, negative, interrogative): (Where do you live? I live in a flat.) (What type of a house is it? It’s/is a cottage.) -Time expressions for the present time: Now, at the moment, at present -The Present Progressive Tense: (What are you doing at home now? I’m/am cleaning our house now. (Subject verb agreement with subject pronouns: I/you/we/they/he/she/it). (Affirmative, negative, interrogative) -Possessive adjectives: My, our, your, his, her, its, our, their. WRITING ENG.9.5.W5 Students can engage in the process of writing related to the content on life in the house and neighbourhood with types of houses rooms furniture and activities in the house. SPEAKING ENG.9.5.S4 Students can construct meaningful spoken content about life in the house and neighbourhood with types of houses rooms furniture and activities in the house through efficient and meaningful practice. WRITING ENG.9.5.W6 Students can reconstruct their writing about the current theme on life in the house and neighbourhood with types of houses rooms furniture and activities in the house to communicate effectively about it. SPEAKING ENG.9.5.S5 Students can reconstruct the information about life in the house and neighbourhood with types of houses rooms furniture and activities in the house when communicating with others. ENG.9.5.W6. Students can reconstruct their writing about the current theme on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' to communicate effectively about it. ENG.9.5.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' in relation to the mselves or others, both individually and/ or with others. Bilim ve Teknoloji Haftası, İstiklâl Marşı'nın Kabulü ve Mehmet Akif Ersoy'u Anma Günü
MART
28. Hafta:
16-20 Mart
2 SECOND MIDTERM BREAK: March 16 - 20 SECOND MIDTERM BREAK: March 16 - 20 SECOND MIDTERM BREAK: March 16 - 20 Tüketiciyi Koruma Haftası, Türk Dünyası ve Toplulukları Haftası
MART
29. Hafta:
23-27 Mart
2 LIFE IN THE HOUSE AND NEIGHBOUR HOOD Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Asking and answering about types of houses (What kind of a house is it? It’s/is a cottage.) Asking and answering about where people live in terms of house types. -Use of the Present Progressive Tense: Describing present activities in the house. What is s/he doing now? S/he’s/is having breakfast in the kitchen now.) Target Social Language Expressions in Use: Make yourself at home! Home sweet home! There’s no place like home! What a nice house! Target Phonological Sounds in Use: Vowels: - no vowels Consonants: q: (/k/); r: (/r/); s:(/s/) sh: /ʃ/ *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) WRITING ENG.9.5.W5 Students can engage in the process of writing related to the content on life in the house and neighbourhood with types of houses rooms furniture and activities in the house. SPEAKING ENG.9.5.S4 Students can construct meaningful spoken content about life in the house and neighbourhood with types of houses rooms furniture and activities in the house through efficient and meaningful practice. WRITING ENG.9.5.W6 Students can reconstruct their writing about the current theme on life in the house and neighbourhood with types of houses rooms furniture and activities in the house to communicate effectively about it. SPEAKING ENG.9.5.S5. Students can reconstruct the information about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' when communicating with others. ENG.9.5.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' in relation to themselves or others, both individually and/ or with others. Orman Haftası, Dünya Tiyatrolar Günü
NİSAN
30. Hafta:
30 Mart- 03 Nisan
2 LIFE IN THE CITY & COUNTRY Sub-themes: ''Local and international food culture and food festivals in the city'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for food events and festivals: Nouns: A cuisine, traditional (food), international (food), street food, a (food) fair, an international/regional/ local dish, a feast. Vocabulary for food items: Nouns: Ingredients, cream, sweetcorn (corn-AmE), cereal, yoghurt (yogurt-AmE), seafood, salmon, beef, duck, tuna, a mushroom, a pineapple, a coconut, aubergine (eggplant-AmE), spinach, vinegar herbs, courgette (zucchini-AmE). Vocabulary for international dishes: Nouns: Turkish pizza (lahmacun), couscous, barbecue (barbeque-AmE), a lamb chop, a kebab (shish kebab), a stew, noodles, a curry, tacos, a falafel, an omelette (an omelet-AmE), a burger, a biscuit (cookie-AmE), pasta, dessert, soup. Adjectives: Spicy, salty, hot, sweet, sour, bitter, savoury (savory-AmE), juicy, creamy, tender, giant. Verbs: To taste, a stall, a (street) vendor, to crack (eggs), to stir, - LISTENING ENG.9.6.L1 Students can prepare and get ready for listening towatching about the current content on life in the city and country with local and international food culture and food festivals in the city. READING ENG.9.6.R1 Students can prepare for reading the content on life in the city and country with local and international food culture and food festivals in the city efficiently and effectively. WRITING ENG.9.6.W1 Students can prepare for writing efficiently and accurately based on the current content about life in the city and country with local and international food culture and food festivals in the city. SPEAKING ENG.9.6.S1 Students can prepare themselves to speak meaningfully fluently and efficiently about the current content on life in the city and country with local and international food culture and food festivals in the city. VOCABULARY ENG.9.6.V1 Students can select and use target vocabulary efficiently effectively and accurately based on the current content about life in the city and country with local and international food culture and food festivals in the city after recognising them in context and developing their conscious and inductive vocabulary learning skills. GRAMMAR ENG.9.6.G1 Students can select and use target grammatical language items efficiently effectively and accurately based on the current content about life in the city and country with local and international food culture and food festivals in the city after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. LISTENING ENG.9.6.L2 Students can bring together the information in the current content on life in the city and country with local and international food culture and food festivals in the city. READING ENG.9.6.R2 Students can bring information together about the current content on life in the city and country with local and international food culture and food festivals in the city through skimming scanning and detailed reading. Kütüphaneler Haftası, Kanser Haftası, Dünya Otizm Farkındalık Günü
NİSAN
31. Hafta:
06-10 Nisan
2 LIFE IN THE CITY & COUNTRY -The Simple Present Tense with “Wh- question words”: (What festival is this? It is the Orange Festival.) (What do you cook at the Orange Festival? We cook/make orange jam at the Orange Festival.) (Where is the Omelette Festival? It is in France. What do they cook? They cook omelette in a very big pan.) (What are the ingredients? The ingredients are eggs, milk, cheese, green peppers and mushrooms.) (How do they cook it? They put some milk, some eggs, and some mushrooms in a pan, they stir it and cook it.) -The Present Progressive Tense: (What are you cooking now? We are cooking orange cake now.) -The Simple Present Tense vs the Present Progressive Tense: (How do they serve it? They serve it with salad and bread but we’re/are serving it with green pepper now.) Functions of Target Language Grammar in Use: -Use of “Or”: Asking for options to help someone choose something by using the word “or”. -Use of the Simple Present Tense: Describing habits, routines, regular and repeated actions. -Use of the Present Progressive Tense: describing actions happening at or around the time of speaking. WRITING ENG.9.6.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on life in the city and country with local and international food culture and food festivals in the city. SPEAKING ENG.9.6.S2 Students can analyse and understand the model content related to life in the city and country with local and international food culture and food festivals in the city to support the production of spoken language. PRONUNCIATION ENG.9.6.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds words phrases clauses and sentences in utterances authentically naturally and accurately in the current content about life in the city and country with local and international food culture and food festivals in the city to develop holistic and conscious pronunciation skills after recognising them in context. LISTENING ENG.9.6.L3 Students can make sense of and derive meaning from the current content on life in the city and country with local and international food culture and food festivals in the city. LISTENING ENG.9.6.L4 Students can reflect on the information experiences thoughts ideas and feelings related to the listening towatching process about the current content on life in the city and country with local and international food culture and food festivals in the city in relation to themselves or others both individually andor with others. READING ENG.9.6.R3 Students can make sense of and derive meaning from the current content on life in the city and country with local and international food culture and food festivals in the city. WRITING ENG.9.6.W3 Students can construct new written content on life in the city and country with local and international food culture and food festivals in the city based on their understanding of the models provided. SPEAKING ENG.9.6.S3 Students can produce meaningful and accurate spoken content related to the current theme on life in the city and country with local and international food culture and food festivals in the city. Kanser Haftası, Dünya Sağlık Günün/Dünya Sağlık Haftası, Kişisel Verileri Koruma Günü
NİSAN
32. Hafta:
13-17 Nisan
2 LIFE IN THE CITY & COUNTRY Use of “Wh-questions”: Asking and answering about factual information in the present time with Wh- questions and with the pronouns we/you/they by using the Present Simple Tense and Present Progressive Tense. -Use of the Simple Present Tense vs the Present Progressive Tense: Comparing the descriptions of general truths, routines and habits by using the Simple Present Tense with actions happening at the present moment and/or around the current time by using the Present Progressive Tense. Target Social Language Expressions in Use: This tastes amazing! What a delicious meal! I’m full, but I can’t stop eating! You’re/ are good at/bad at cooking! Target Phonological Sounds in Use: Vowels: u: (/u/, /u:/) Consonants: t: (/t/, /ð/, /θ/); v: (/v/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) READING ENG.9.6.R4 Students can reflect on the information experiences thoughts ideas and feelings related to the reading process about the current content on life in the city and country with local and international food culture and food festivals in the city in relation to themselves or others both individually andor with others. WRITING ENG.9.6.W4 Students can practise producing written content based on the current theme life in the city and country with local and international food culture and food festivals in the city. ENG.9.6.W5 Students can engage in the process of writing related to the content on life in the city and country with local and international food culture and food festivals in the city. SPEAKING ENG.9.6.S4 Students can construct meaningful spoken content about life in the city and country with local and international food culture and food festivals in the city through efficient and meaningful practice. WRITING ENG.9.6.W6 Students can reconstruct their writing about the current theme on life in the city and country with local and international food culture and food festivals in the city to communicate effectively about it. SPEAKING ENG.9.6.S5 Students can reconstruct the information about life in the city and country with local and international food culture and food festivals in the city when communicating with others. ENG.9.6.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the city and country with local and international food culture and food festivals in the city'' in relation to themselves or others, both individually and/or with others. Turizm Haftası
NİSAN
33. Hafta:
20-24 Nisan
2 LIFE IN THE WORLD & NATURE Sub-themes: ''Nature, endangered animals, their natural living conditions and habitats, and protection of them" Target Vocabulary in Use (with revisional vocabulary): Vocabulary for endangered animals: Nouns: A polar bear, a sea turtle, an Asian elephant, a tiger, a whale, a great white shark, a penguin, a panda, a dolphin, a chimpanzee, a cheetah. Vocabulary for their habitats: Nouns: Grasslands, rainforests, woodlands, jungles, oceans, deserts. Verbs: To need, to survive, to lessen, to breed, to hunt, to hide, to donate, to save, to protect, to produce, to prevent, to threaten, to reduce, to be at risk, to support, to affect. Other related vocabulary: Nouns: A shelter, a disease, a food source, wildlife, volunteer, overhunting, overfishing, sea/marine pollution, air pollution, habitat loss, safety, population, survival, existence. Adjectives: dedicated, renewable, illegal. *National and religious days, festivals and celebrations: LISTENING ENG.9.7.L1 Students can prepare and get ready for listening towatching about the current content on life in the world and nature with nature endangered animals their natural living conditions and habitats and protection of them. READING ENG.9.7.R1 Students can prepare for reading the content on life in the world and nature with nature endangered animals their natural living conditions and habitats and protection of them efficiently and effectively. WRITING ENG.9.7.W1 Students can prepare for writing efficiently and accurately based on the current content about life in the world and nature with nature endangered animals their natural living conditions and habitats and protection of them. SPEAKING ENG.9.7.S1 Students can prepare themselves to speak meaningfully fluently and efficiently about the current content on life in the world and nature with nature endangered animals their natural living conditions and habitats and protection of them. VOCABULARY ENG.9.7.V1 Students can select and use target vocabulary efficiently effectively and accurately based on the current content about life in the world and nature with nature endangered animals their natural living conditions and habitats and protection of them after recognising them in context and developing their conscious and inductive vocabulary learning skills. GRAMMAR ENG.9.7.G1 Students can select and use target grammatical language items efficiently effectively and accurately based on the current content about life in the world and nature with nature endangered animals their natural living conditions and habitats and protection of them after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. LISTENING ENG.9.7.L2 Students can bring together the information in the current content on life in the world and nature with nature endangered animals their natural living conditions and habitats and protection of them. READING ENG.9.7.R2 Students can bring information together about the current content on life in the world and nature with nature endangered animals their natural living conditions and habitats and protection of them through skimming scanning and detailed reading. Ulusal Egemenlik ve Çocuk Bayramı
NİSAN
34. Hafta:
27 Nisan- 01 Mayıs
2 LIFE IN THE WORLD & NATURE Overhunting, water pollution, etc. are the reasons for their endangerment.) -The Simple Past Tense with Verb “To be”: Was/were; there was/there were (Affirmative, negative, and question forms): (What was the population of the leopards in the past? There were about 700.000 leopards in the world 50 years ago.) (What is the population of the leopard now? -There are about 250.000 leopards in the world today.) (What was the main habitat of leopards/elephants etc..? Their main habitat was the jungle.) (Where were the habitats of elephants? Their habitats were woodlands and forests.) (What were the habitats of endangered animals like 50 years ago? They were cleaner and safer etc. than they are today.) -Use of “should” as a modal verb: (What should we do to protect endangered animals? We should protect their habitats. We should reduce water/air pollution. We should create safe areas for them.) Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing facts, situations, and conditions in the past. WRITING ENG.9.7.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on life in the world and nature with nature endangered animals their natural living conditions and habitats and protection of them. SPEAKING ENG.9.7.S2 Students can analyse and understand the model content related to life in the world and nature with nature endangered animals their natural living conditions and habitats and protection of them to support the production of spoken language. PRONUNCIATION ENG.9.7.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds words phrases clauses and sentences in utterances authentically naturally and accurately in the current content about life in the world and nature with nature endangered animals their natural living conditions and habitats and protection of them to develop holistic and conscious pronunciation skills after recognising them in context. LISTENING ENG.9.7.L3 Students can make sense of and derive meaning from the current content on life in the world and nature with nature endangered animals their natural living conditions and habitats and protection of them. LISTENING ENG.9.7.L4 Students can reflect on the information experiences thoughts ideas and feelings related to the listening towatching process about the current content on life in the world and nature with nature endangered animals their natural living conditions and habitats and protection of them in relation to themselves or others both individually andor with others. READING ENG.9.7.R3 Students can make sense of and derive meaning from the current content on life in the world and nature with nature endangered animals their natural living conditions and habitats and protection of them. WRITING ENG.9.7.W3 Students can construct new written content on life in the world and nature with nature endangered animals their natural living conditions and habitats and protection of them based on their understanding of the models provided. SPEAKING ENG.9.7.S3 Students can produce meaningful and accurate spoken content related to the current theme on life in the world and nature with nature endangered animals their natural living conditions and habitats and protection of them. Kût'ül Amâre Zaferi
MAYIS
35. Hafta:
04-08 Mayıs
2 LIFE IN THE WORLD & NATURE -Use of the Simple Past Tense “Verb to be (Was/were)”: Asking and answering for information at a specific time in the past. -Use of the Simple Past Tense “There was/There were”: Asking and answering about factual information and questioning the existence of things, people, and animals at a specific time in the past. -Use of the modal “Should”: Describing advice, recommendation (and expectation), describing obligation (and expectation). Target Social Language Expressions in Use: It’s too late! / It’s not too late! Every little bit helps! Spread the word! In safe hands! Target Phonological Sounds in Use: Diphthongs: ea: (/eə/), ee: /ɪə/ Consonants: w: (/w/); x: (/ks/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) READING ENG.9.7.R4 Students can reflect on the information experiences thoughts ideas and feelings related to the reading process about the current content on life in the world and nature with nature endangered animals their natural living conditions and habitats and protection of them in relation to themselves or others both individually andor with others. WRITING ENG.9.7.W4 Students can practise producing written content based on the current theme life in the world and nature with nature endangered animals their natural living conditions and habitats and protection of them. WRITING ENG.9.7.W5 Students can engage in the process of writing related to the content on life in the world and nature with nature endangered animals their natural living conditions and habitats and protection of them. SPEAKING ENG.9.7.S4 Students can construct meaningful spoken content about life in the world and nature with nature endangered animals their natural living conditions and habitats and protection of them through efficient and meaningful practice. WRITING ENG.9.7.W6 Students can reconstruct their writing about the current theme on life in the world and nature with nature endangered animals their natural living conditions and habitats and protection of them to communicate effectively about it. SPEAKING ENG.9.7.S5 Students can reconstruct the information about life in the world and nature with nature endangered animals their natural living conditions and habitats and protection of them when communicating with others. ENG.9.7.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' in relation to themselves or others, both individually and/or with others. ENG.9.7.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' in relation to themselves or others, both individually and/or with others. LISTENING ENG.9.8.L1 Students can prepare and get ready for listening towatching about the current content on life in the universe and future with films film genres futuristic films with futuristic ideas and technology. Bilişim Haftası, Trafik ve İlkyardım Haftası, İş Sağlığı ve Güvenliği Haftası
MAYIS
36. Hafta:
11-15 Mayıs
2 LIFE IN THE UNIVERSE AND FUTURE Sub-themes: “Films, film genres, futuristic films with futuristic ideas, and technology” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for film genres: Nouns: Film (movie-AmE), comedy, action, cartoon (animated-AmE), romantic (romance-AmE), family film, adventure, science fiction, detective film, historical film, thriller, mystery, horror, musical, documentary, biographical, crime, martial arts. Vocabulary for futuristic film genres: Nouns: Space adventure, robots, alien invasion, time travel, time loop, space exploration, adventure, superheroes, science (sci-fi) fantasy, an invention, a discovery, a survival, an actor, an actress, a director, a crew, virtual reality, a myth. Verbs: To discover, to explore, to invent, to adapt, to control, to be into sth. Adjectives: *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, ENG.9.8.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.L2. Students can bring together the information in the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.L3. Students can make sense of and derive meaning from the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.8.R1. Students can prepare for reading the content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' efficiently and effectively. ENG.9.8.R2. Students can bring information together about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' through skimming, scanning and detailed reading. ENG.9.8.R3. Students can make sense of and derive meaning from the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. Engelliler Haftası, Vakıflar Haftası
MAYIS
37. Hafta:
18-22 Mayıs
2 LIFE IN THE UNIVERSE AND FUTURE “30 August Victory Day”, "Eid al- Fitr (Eid-al- Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Background Grammatical Structures in Use: ENG.9.8.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.8.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.8.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. Müzeler Haftası, Atatürk'ü Anma ve Gençlik ve Spor Bayramı
MAYIS
38. Hafta:
25-29 Mayıs
2 EVALUATION Etik Günü, İstanbul'un Fethi
HAZİRAN
39. Hafta:
01-05 Haziran
2 LIFE IN THE UNIVERSE AND FUTURE They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Grammatical Structures in Use: -The Simple Future Tense (Positive, negative, Interrogative): (What (do you think) will happen in the future? (I think) robots will help people in the future. People will travel to other planets. Scientists will invent new machines to explore space. Time travellers will change history. People will live in virtual reality worlds.) ENG.9.8.W3. Students can construct new written content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' based on their understanding of the model(s) provided. ENG.9.8.W4. Students can practise producing written content based on the current theme ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.W5. Students can engage in the process of writing related to the content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.W6. Students can reconstruct their writing about the current theme on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' to communicate effectively about it. ENG.9.8.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. Etik Günü, Hayat Boyu Öğrenme Haftası
HAZİRAN
40. Hafta:
08-12 Haziran
2 LIFE IN THE UNIVERSE AND FUTURE Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing events and happenings (in films). -Use of the Simple Future Tense: Describing predictions, expressing what speakers believe and expect, explaining speakers’ opinions or guesses about the future, describing advice, recommendations (and expectations). Target Social Language Expressions in Use: This (film) is a breath of fresh air! This (film) is not my cup of tea! I’m not brave enough to watch this! What’s next? Target Phonological Sounds in Use: Diphthong: o, oe, owoa, ou, eau: /əʊ/ Consonants: y: (/j/, /i/; z: (/z/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) ENG.9.8.S2. Students can analyse and understand the model content related to ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' to support the production of spoken language. ENG.9.8.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.S4. Students can construct meaningful spoken content about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' through efficient and meaningful practice. ENG.9.8.S5. Students can reconstruct the information about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' when communicating with others. ENG.9.8.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' in relation to themselves or others, both individually and/or with others. Etik Günü, Çevre ve İklim Değişikliği Haftası
HAZİRAN
41. Hafta:
15-19 Haziran
2 LIFE IN THE UNIVERSE AND FUTURE Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing events and happenings (in films). -Use of the Simple Future Tense: Describing predictions, expressing what speakers believe and expect, explaining speakers’ opinions or guesses about the future, descr... ENG.9.8.S2. Students can analyse and understand the model content related to ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' to support the production of spoken language. ENG.9.8.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.S4. Students can construct meaningful spoken content about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' through efficient and meaningful practice. ENG.9.8.S5. Students can reconstruct the information about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' when communicating with others. ENG.9.8.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' in relation to themselves or others, both individually and/or with others. Etik Günü
HAZİRAN
42. Hafta:
22-26 Haziran
2 SOCIAL ACTIVITIES SOCIAL ACTIVITIES SOCIAL ACTIVITIES Etik Günü
LÇME DEĞERLENDİRME : FARKLILAŞTIRMA :
OKUL TEMELLİ PLANLAMA :

  • Bu yıllk plan; 19.09.2022 tarih ve 58168473 sayılı "Millî Eğitim Bakanlığı Eğitim Öğretim Çalışmalarının Planlı Yürütülmesine İlişkin Yönerge", 2104 sayılı Tebliğler Dergisi, İlköğretim ve Ortaöğretim Kurumlarında Atatürk İnkılap ve İlkelerinin Öğretim Esasları Yönergesi, Talim ve Terbiye Kurulu'nun 23.05.2024 tarih ve 20 sayılı Kurul Kararı eki, Türkiye Yüzyılı Maarif Modeli Öğretim Programları Ortak Metni, "M.E.B. 2024-2025 Eğitim ve Öğretim Yılı Çalışma Takvimi Genelgesi" ile Talim ve Terbiye Kurulu'nun 24.08.2023 tarih ve 43 sayılı Kurul Kararı eki esas alınarak hazırlanmıştır.
  • Atatürkülük konuları ile ilgili olarak Talim ve Terbiye Kurulu Başkanlığının 2104 ve 2488 saylı Tebliğler Dergisinden yararlanılmıştır.

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06.12.2025
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