12. Sınıf İngilizce Yıllık Planı 2026-2027

12. Sınıf İngilizce Yıllık Planı — Kaynaklar ve İçerik

12. sınıf İngilizce dersi, Türkiye Yüzyılı Maarif Modeli öğretim programına göre haftada 2 ders saati okutulur; yıllık planında 7 tema, 110 ders saati ve 144 öğrenme çıktısı yer alır. Yıl, “School Life, Classroom Life & Education” temasıyla başlar; aradaki 5 temanın ardından “Evaluation” temasıyla biter.

• 12. Sınıf İngilizce Günlük Planları (haftalık ders planları)
• İngilizce Ders Bilgi Formu (DBF)
• Ders İçeriği

  Anadolu Lisesi - Anadolu Lisesi (Anadolu Lisesi) alanında İngilizce dersi 12. sınıf 2026-2027 eğitim öğretim yılı yıllık planı. Haftalık 2 ders saati.

  Üniteler ve Konular

  1. Orientation (8 ders saati)

  2. Revision Programme (20 ders saati)

  3. Theme 1: School Life, Classroom Life & Education (17 ders saati)

  This theme is centred on the concept of ''school life, classroom life and education'', and covers the sub-themes of ''challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''. These components (sub-themes) are integrated into the learning process through the contextualised use of target vocabulary, grammatical structures, phonological features, and social language expressions. The teaching and learning activities are designed to be meaningful, collaborative, and communicative, and are tailored to align with the learners’ developmental level, interests, needs, and preferences. The ultimate aim of this theme is to equip learners with the knowledge, skills, and experiences needed to effectively use English in their daily lives, both within and beyond the school environment.

  • Theme 1: School Life, Classroom Life & Education
    • ENG.12.1.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
    • ENG.12.1.L2 Students can bring together the information in the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
    • ENG.12.1.L3 Students can make sense of and derive meaning from the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
    • ENG.12.1.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
    • ENG.12.1.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, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.12.1.R1 Students can prepare for reading the content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' efficiently and effectively.
    • ENG.12.1.R2 Students can bring information together about the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' through skimming, scanning and detailed reading.
    • ENG.12.1.R3 Students can make sense of and derive meaning from the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
    • ENG.12.1.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
    • ENG.12.1.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.12.1.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.12.1.W1 Students can prepare for writing efficiently and accurately based on the current content about ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
    • ENG.12.1.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
    • ENG.12.1.W3 Students can construct new written content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' based on their understanding of the model(s) provided.
    • ENG.12.1.W4 Students can practise producing written content based on the current theme ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
    • ENG.12.1.W5 Students can engage in the process of writing related to the content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
    • ENG.12.1.W6 Students can reconstruct their writing about the current theme on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' to communicate effectively about it.
    • ENG.12.1.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
    • ENG.12.1.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
    • ENG.12.1.S2 Students can analyse and understand the model content related to ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' to support the production of spoken language.
    • ENG.12.1.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
    • ENG.12.1.S4 Students can construct meaningful spoken content about ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' through efficient and meaningful practice.
    • ENG.12.1.S5 Students can reconstruct the information about ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' when communicating with others.
    • ENG.12.1.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' in relation to themselves or others, both individually and/or with others.

  4. Theme 2: Personal Life & Well-being (17 ders saati)

  This theme is centred on the concept of ''personal life and well-being'', and covers the sub-themes of ''providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''. These components (sub-themes) are integrated into the learning process through the contextualised use of target vocabulary, grammatical structures, phonological features, and social language expressions. The teaching and learning activities are designed to be meaningful, collaborative, and communicative, and are tailored to align with the learners’ developmental level, interests, needs, and preferences. The ultimate aim of this theme is to equip learners with the knowledge, skills, and experiences needed to effectively use English in their daily lives, both within and beyond the school environment.

  • Theme 2: Personal Life & Well-being
    • ENG.12.2.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
    • ENG.12.2.L2 Students can bring together the information in the current content on ''personal life and wellbeing with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
    • ENG.12.2.L3 Students can make sense of and derive meaning from the current content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
    • ENG.12.2.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' in relation to themselves or others, both individually and/or with others.
    • ENG.12.2.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 and well-being with providing personal wellbeing through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.12.2.R1 Students can prepare for reading the content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' efficiently and effectively.
    • ENG.12.2.R2 Students can bring information together about the current content on ''personal life and wellbeing with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' through skimming, scanning and detailed reading.
    • ENG.12.2.R3 Students can make sense of and derive meaning from the current content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
    • ENG.12.2.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' in relation to themselves or others, both individually and/or with others.
    • ENG.12.2.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.12.2.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.12.2.W1 Students can prepare for writing efficiently and accurately based on the current content about ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
    • ENG.12.2.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''personal life and well-being with providing personal wellbeing through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
    • ENG.12.2.W3 Students can construct new written content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' based on their understanding of the model(s) provided.
    • ENG.12.2.W4 Students can practise producing written content based on the current theme ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
    • ENG.12.2.W5 Students can engage in the process of writing related to the content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
    • ENG.12.2.W6 Students can reconstruct their writing about the current theme on ''personal life and wellbeing with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' to communicate effectively about it.
    • ENG.12.2.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''personal life and well-being with providing personal wellbeing through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' in relation to themselves or others, both individually and/or with others.
    • ENG.12.2.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
    • ENG.12.2.S2 Students can analyse and understand the model content related to ''personal life and wellbeing with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' to support the production of spoken language.
    • ENG.12.2.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
    • ENG.12.2.S4 Students can construct meaningful spoken content about ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' through efficient and meaningful practice.
    • ENG.12.2.S5 Students can reconstruct the information about ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' when communicating with others.
    • ENG.12.2.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life and well-being with providing personal wellbeing through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' in relation to themselves or others, both individually and/or with others.

  5. Theme 3: Family Life & Home (17 ders saati)

  This theme is centred on the concept of ''family life and home'', and covers the sub-themes of ''the impact of technology on family life; the relationships between the family and community''. These components (sub-themes) are integrated into the learning process through the contextualised use of target vocabulary, grammatical structures, phonological features, and social language expressions. The teaching and learning activities are designed to be meaningful, collaborative, and communicative, and are tailored to align with the learners’ developmental level, interests, needs, and preferences. The ultimate aim of this theme is to equip learners with the knowledge, skills, and experiences needed to effectively use English in their daily lives, both within and beyond the school environment.

  • Theme 3: Family Life & Home
    • ENG.12.3.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''family life and home with the impact of technology on family life; the relationships between the family and community''.
    • ENG.12.3.L2 Students can bring together the information in the current content on ''family life and home with the impact of technology on family life; the relationships between the family and community''.
    • ENG.12.3.L3 Students can make sense of and derive meaning from the current content on ''family life and home with the impact of technology on family life; the relationships between the family and community''.
    • ENG.12.3.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''family life and home with the impact of technology on family life; the relationships between the family and community'' in relation to themselves or others, both individually and/or with others.
    • ENG.12.3.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 ''family life and home with the impact of technology on family life; the relationships between the family and community'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.12.3.R1 Students can prepare for reading the content on ''family life and home with the impact of technology on family life; the relationships between the family and community'' efficiently and effectively.
    • ENG.12.3.R2 Students can bring information together about the current content on ''family life and home with the impact of technology on family life; the relationships between the family and community'' through skimming, scanning and detailed reading.
    • ENG.12.3.R3 Students can make sense of and derive meaning from the current content on ''family life and home with the impact of technology on family life; the relationships between the family and community''.
    • ENG.12.3.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''family life and home with the impact of technology on family life; the relationships between the family and community'' in relation to themselves or others, both individually and/or with others.
    • ENG.12.3.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''family life and home with the impact of technology on family life; the relationships between the family and community'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.12.3.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''family life and home with the impact of technology on family life; the relationships between the family and community'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.12.3.W1 Students can prepare for writing efficiently and accurately based on the current content about ''family life and home with the impact of technology on family life; the relationships between the family and community''.
    • ENG.12.3.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''family life and home with the impact of technology on family life; the relationships between the family and community''.
    • ENG.12.3.W3 Students can construct new written content on ''family life and home with the impact of technology on family life; the relationships between the family and community'' based on their understanding of the model(s) provided.
    • ENG.12.3.W4 Students can practise producing written content based on the current theme ''family life and home with the impact of technology on family life; the relationships between the family and community''.
    • ENG.12.3.W5 Students can engage in the process of writing related to the content on ''family life and home with the impact of technology on family life; the relationships between the family and community''.
    • ENG.12.3.W6 Students can reconstruct their writing about the current theme on ''family life and home with the impact of technology on family life; the relationships between the family and community'' to communicate effectively about it.
    • ENG.12.3.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''family life and home with the impact of technology on family life; the relationships between the family and community'' in relation to themselves or others, both individually and/or with others.
    • ENG.12.3.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''family life and home with the impact of technology on family life; the relationships between the family and community''.
    • ENG.12.3.S2 Students can analyse and understand the model content related to ''family life and home with the impact of technology on family life; the relationships between the family and community'' to support the production of spoken language.
    • ENG.12.3.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''family life and home with the impact of technology on family life; the relationships between the family and community''.
    • ENG.12.3.S4 Students can construct meaningful spoken content about ''family life and home with the impact of technology on family life; the relationships between the family and community'' through efficient and meaningful practice.
    • ENG.12.3.S5 Students can reconstruct the information about ''family life and home with the impact of technology on family life; the relationships between the family and community'' when communicating with others.
    • ENG.12.3.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''family life and home with the impact of technology on family life; the relationships between the family and community'' in relation to themselves or others, both individually and/or with others.

  6. Theme 4: City & Social Life (17 ders saati)

  This theme is centred on the concept of ''city life and social life'', and covers the sub-themes of ''different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions''. These components (sub-themes) are integrated into the learning process through the contextualised use of target vocabulary, grammatical structures, phonological features, and social language expressions. The teaching and learning activities are designed to be meaningful, collaborative, and communicative, and are tailored to align with the learners’ developmental level, interests, needs, and preferences. The ultimate aim of this theme is to equip learners with the knowledge, skills, and experiences needed to effectively use English in their daily lives, both within and beyond the school environment.

  • Theme 4: City & Social Life
    • ENG.12.4.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions''.
    • ENG.12.4.L2 Students can bring together the information in the current content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions''.
    • ENG.12.4.L3 Students can make sense of and derive meaning from the current content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions''.
    • ENG.12.4.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'' in relation to themselves or others, both individually and/or with others.
    • ENG.12.4.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 ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.12.4.R1 Students can prepare for reading the content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'' efficiently and effectively.
    • ENG.12.4.R2 Students can bring information together about the current content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'' through skimming, scanning and detailed reading.
    • ENG.12.4.R3 Students can make sense of and derive meaning from the current content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions''.
    • ENG.12.4.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'' in relation to themselves or others, both individually and/or with others.
    • ENG.12.4.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.12.4.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.12.4.W1 Students can prepare for writing efficiently and accurately based on the current content about ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions''.
    • ENG.12.4.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions''.
    • ENG.12.4.W3 Students can construct new written content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'' based on their understanding of the model(s) provided.
    • ENG.12.4.W4 Students can practise producing written content based on the current theme ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions''.
    • ENG.12.4.W5 Students can engage in the process of writing related to the content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions''.
    • ENG.12.4.W6 Students can reconstruct their writing about the current theme on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'' to communicate effectively about it.
    • ENG.12.4.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'' in relation to themselves or others, both individually and/or with others.
    • ENG.12.4.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions''.
    • ENG.12.4.S2 Students can analyse and understand the model content related to ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'' to support the production of spoken language.
    • ENG.12.4.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions''.
    • ENG.12.4.S4 Students can construct meaningful spoken content about ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'' through efficient and meaningful practice.
    • ENG.12.4.S5 Students can reconstruct the information about ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'' when communicating with others.
    • ENG.12.4.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'' in relation to themselves or others, both individually and/or with others.

  7. Theme 5: Life in the Cultural and Natural World (17 ders saati)

  This theme is centred on the concept of ''life in the cultural and natural world'', and covers the sub-themes of ''stereotypes and cultural diversity in the world; gaining awareness on climate change''. These components (sub-themes) are integrated into the learning process through the contextualised use of target vocabulary, grammatical structures, phonological features, and social language expressions. The teaching and learning activities are designed to be meaningful, collaborative, and communicative, and are tailored to align with the learners’ developmental level, interests, needs, and preferences. The ultimate aim of this theme is to equip learners with the knowledge, skills, and experiences needed to effectively use English in their daily lives, both within and beyond the school environment.

  • Theme 5: Life in the Cultural and Natural World
    • ENG.12.5.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change''.
    • ENG.12.5.L2 Students can bring together the information in the current content on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change''.
    • ENG.12.5.L3 Students can make sense of and derive meaning from the current content on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change''.
    • ENG.12.5.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 cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'' in relation to themselves or others, both individually and/or with others.
    • ENG.12.5.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 cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.12.5.R1 Students can prepare for reading the content on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'' efficiently and effectively.
    • ENG.12.5.R2 Students can bring information together about the current content on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'' through skimming, scanning and detailed reading.
    • ENG.12.5.R3 Students can make sense of and derive meaning from the current content on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change''.
    • ENG.12.5.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 cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'' in relation to themselves or others, both individually and/or with others.
    • ENG.12.5.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.12.5.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousnessraising and discovery.
    • ENG.12.5.W1 Students can prepare for writing efficiently and accurately based on the current content about ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change''.
    • ENG.12.5.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 cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change''.
    • ENG.12.5.W3 Students can construct new written content on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'' based on their understanding of the model(s) provided.
    • ENG.12.5.W4 Students can practise producing written content based on the current theme ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change''.
    • ENG.12.5.W5 Students can engage in the process of writing related to the content on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change''.
    • ENG.12.5.W6 Students can reconstruct their writing about the current theme on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'' to communicate effectively about it.
    • ENG.12.5.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'' in relation to themselves or others, both individually and/or with others.
    • ENG.12.5.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change''.
    • ENG.12.5.S2 Students can analyse and understand the model content related to ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'' to support the production of spoken language.
    • ENG.12.5.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change''.
    • ENG.12.5.S4 Students can construct meaningful spoken content about ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'' through efficient and meaningful practice.
    • ENG.12.5.S5 Students can reconstruct the information about ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'' when communicating with others.
    • ENG.12.5.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'' in relation to themselves or others, both individually and/or with others.

  8. Theme 6: Life in the Universe & Future (17 ders saati)

  This theme is centred on the concept of ''life in the universe and the future'', and covers the sub-themes of ''space organisations; plans and aspirations for the future''. These components (sub-themes) are integrated into the learning process through the contextualised use of target vocabulary, grammatical structures, phonological features, and social language expressions. The teaching and learning activities are designed to be meaningful, collaborative, and communicative, and are tailored to align with the learners’ developmental level, interests, needs, and preferences. The ultimate aim of this theme is to equip learners with the knowledge, skills, and experiences needed to effectively use English in their daily lives, both within and beyond the school environment.

  • Theme 6: Life in the Universe & Future
    • ENG.12.6.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''life in the universe and future with space organisations; plans and aspirations for the future''.
    • ENG.12.6.L2 Students can bring together the information in the current content on ''life in the universe and future with space organisations; plans and aspirations for the future''.
    • ENG.12.6.L3 Students can make sense of and derive meaning from the current content on ''life in the universe and future with space organisations; plans and aspirations for the future''.
    • ENG.12.6.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 space organisations; plans and aspirations for the future'' in relation to themselves or others, both individually and/or with others.
    • ENG.12.6.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 universe and future with space organisations; plans and aspirations for the future'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.12.6.R1 Students can prepare for reading the content on ''life in the universe and future with space organisations; plans and aspirations for the future'' efficiently and effectively.
    • ENG.12.6.R2 Students can bring information together about the current content on ''life in the universe and future with space organisations; plans and aspirations for the future'' through skimming, scanning and detailed reading.
    • ENG.12.6.R3 Students can make sense of and derive meaning from the current content on ''life in the universe and future with space organisations; plans and aspirations for the future''.
    • ENG.12.6.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 universe and future with space organisations; plans and aspirations for the future'' in relation to themselves or others, both individually and/or with others.
    • ENG.12.6.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 space organisations; plans and aspirations for the future'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.12.6.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 space organisations; plans and aspirations for the future'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.12.6.W1 Students can prepare for writing efficiently and accurately based on the current content about ''life in the universe and future with space organisations; plans and aspirations for the future''.
    • ENG.12.6.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 universe and future with space organisations; plans and aspirations for the future''.
    • ENG.12.6.W3 Students can construct new written content on ''life in the universe and future with space organisations; plans and aspirations for the future'' based on their understanding of the model(s) provided.
    • ENG.12.6.W4 Students can practise producing written content based on the current theme ''life in the universe and future with space organisations; plans and aspirations for the future''.
    • ENG.12.6.W5 Students can engage in the process of writing related to the content on ''life in the universe and future with space organisations; plans and aspirations for the future''.
    • ENG.12.6.W6 Students can reconstruct their writing about the current theme on ''life in the universe and future with space organisations; plans and aspirations for the future'' to communicate effectively about it.
    • ENG.12.6.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 space organisations; plans and aspirations for the future'' in relation to themselves or others, both individually and/or with others.
    • ENG.12.6.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the universe and future with space organisations; plans and aspirations for the future''.
    • ENG.12.6.S2 Students can analyse and understand the model content related to ''life in the universe and future with space organisations; plans and aspirations for the future'' to support the production of spoken language.
    • ENG.12.6.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''life in the universe and future with space organisations; plans and aspirations for the future''.
    • ENG.12.6.S4 Students can construct meaningful spoken content about ''life in the universe and future with space organisations; plans and aspirations for the future'' through efficient and meaningful practice.
    • ENG.12.6.S5 Students can reconstruct the information about ''life in the universe and future with space organisations; plans and aspirations for the future'' when communicating with others.
    • ENG.12.6.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the universe and future with space organisations; plans and aspirations for the future'' in relation to themselves or others, both individually and/or with others.

  9. Evaluation (8 ders saati)