Doğru Plan Oluşturucu
İngilizce Yıllık Plan

T.C. MİLLİ EĞİTİM BAKANLIĞI
.......... OKUL SEÇ ..........
2026-2027 EĞİTİM ÖĞRETİM YILI 10. SINIF İNGİLİZCE DERSİ DERS PLANI

Öğretmen Adı

Ders Öğretmeni

Müdür Adı

Okul Müdürü

Hafta 8 / 37
2026-2027 günlük plan ana yapı tablosu — 37 hafta
HaftaTarihSaatTema / ÜniteÜnite / TemaKonuÖğrenme Çıktısı KodlarıKazanım KodlarıÖğrenme KanıtlarıÖlçme-DeğerlendirmeBölüm / Durum
#14-18 Eylül3OrientationYazılı Sınav, Performans GöreviBoş
#21-25 Eylül3Revision ProgrammeYazılı Sınav, Performans GöreviBoş
#28 Eylül - 2 Ekim3Revision ProgrammeYazılı Sınav, Performans GöreviBoş
#5-9 Ekim3Revision ProgrammeYazılı Sınav, Performans GöreviBoş
#12-16 Ekim3Revision ProgrammeYazılı Sınav, Performans GöreviBoş
#19-23 Ekim3Theme 1: School Life & EducationENG.10.1.L1ENG.10.1.L2ENG.10.1.L3ENG.10.1.L4ENG.10.1.P1ENG.10.1.R1Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
#26-30 Ekim3Theme 1: School Life & EducationENG.10.1.R2ENG.10.1.R3ENG.10.1.R4ENG.10.1.V1ENG.10.1.G1Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
#2-6 Kasım3Theme 1: School Life & EducationENG.10.1.W1ENG.10.1.W2ENG.10.1.W3ENG.10.1.W4ENG.10.1.W5ENG.10.1.W6ENG.10.1.W7ENG.10.1.S1ENG.10.1.S2ENG.10.1.S3Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu

8. Hafta — 2-6 Kasım — Tema: Theme 1: School Life & Education Dolu

Ders
İngilizce
Sınıf
10. Sınıf
Tema / Ünite
Theme 1: School Life & Education
Süre
3 ders saati (120 dk)
Tarih
2-6 Kasım
Hafta
8. Hafta
Belirli Gün ve Haftalar
Kızılay Haftası (29 Ekim-4 Kasım), Lösemili Çocuklar Haftası (2-8 Kasım), Organ Bağışı ve Nakli Haftası (3-9 Kasım)

Öğrenme Çıktıları ve Süreç Bileşenleri MEB

ENG.10.1.W1 Students can prepare for writing efficiently and accurately based on the current content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them
b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions
ENG.10.1.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required
ENG.10.1.W3 Students can construct new written content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' based on their understanding of the model(s) provided.
a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme
b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme
c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level
d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level
e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level
f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level
ENG.10.1.W4 Students can practise producing written content based on the current theme ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
a) Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level
b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level
c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level
d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task
ENG.10.1.W5 Students can engage in the process of writing related to the content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
a) Students review the feedback from the teacher and/or peers critically on their prepared and/or unprepared writing task(s)
b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers
c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process
ENG.10.1.W6 Students can reconstruct their writing about the current theme on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' to communicate effectively about it.
a) Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts
b) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others
ENG.10.1.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process
b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others
c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process
ENG.10.1.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
a) Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content
ENG.10.1.S2 Students can analyse and understand the model content related to ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' to support the production of spoken language.
a) Students grasp what the provided model/example is about with the help of audio, visual, and/or written elements after listening, watching, and/or reading the current content
ENG.10.1.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination
b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations
c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme
d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level
e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations
f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations

Tema Özeti YZ

Öğrenciler çiftlerle kelime kartlarındaki ipuçlarından hedef kelimeleri çıkarır, dijital hikâye ve görsel kartlarla okul yaşamına dair cümle kurar.

Anahtar Kavramlar MEB

School lifeeducationdifferent types of schools in the worldregular and extracurricular activities at different types of schoolsschool anxiety and stressnational days and celebrations

Programlar Arası Bileşenler MEB

EğilimlerD1.1 AdaletD1.2 AdaletD1.3 AdaletD1.4 AdaletD1.5 AdaletD1.6 AdaletD2.1 Aile BütünlüğüD2.2 Aile BütünlüğüD2.3 Aile BütünlüğüD2.4 Aile BütünlüğüD2.5 Aile BütünlüğüD3.1 ÇalışkanlıkD3.2 ÇalışkanlıkD3.3 ÇalışkanlıkD3.4 ÇalışkanlıkD3.5 ÇalışkanlıkD3.6 ÇalışkanlıkD3.7 ÇalışkanlıkD3.8 ÇalışkanlıkD3.9 ÇalışkanlıkD3.10 Çalışkanlık
Sosyal-Duygusal Öğrenme BecerileriSELS1.1SELS1.2SELS1.3SELS2.1SELS2.2SELS2.3SELS3.1SELS3.2SELS3.3
DeğerlerV1V3V4V5V6V7V9V10V11V12V13V14V16V20
Okuryazarlık BecerileriLS1LS2LS4LS5LS6LS7LS9
Disiplinler Arası İlişkilerTurkish Language and LiteratureMathsAtatürk’s Principles and History of RevolutionPhysical Education and SportsVisual ArtsMusicInformation Technologies and Software (IT)CounsellingReligious Culture and Moral Knowledge
Beceriler Arası İlişkilerCS2.1. Conflict Resolution SkillCS2.2. Observation SkillCS2.3. Summarising SkillCS2.4. Analysis SkillCS2.5. Classification SkillCS2.6. Information Gathering SkillCS2.7. Comparison SkillCS2.8. Inquiry SkillCS2.9. Generalisation SkillCS2.10. Inference SkillCS2.11. Observation-Based Prediction SkillCS2.12. Data-Based Prediction SkillCS2.13. Structuring SkillCS2.14. Interpretation SkillCS2.15. Reflective Thinking SkillCS2.16.1. Inductive Reasoning SkillCS2.16.2. Deductive Reasoning SkillCS2.16.3. Analogical Reasoning SkillCS2.17. Evaluation SkillCS2.18. Argumentation SkillCS2.19. Logical Auditing SkillCS2.20. Synthesis SkillCS3.1. Decision-Making SkillCS3.2. Problem-Solving SkillCS3.3. Critical Thinking Skill Year 10 is structured based on inductive approach.

Alan Becerileri MEB

FLFS1. Listening/Watching-Comprehension FLFS2. Reading-Comprehension FLFS3. Speaking-Expression FLFS4. Writing-Expression FLSS1. Grammaring: Selection and Use FLSS2. Vocabulary: Selection and Use FLSS3. Pronunciation: Selection and Use

Diğer Derslerle İlişki MEB

Turkish Language and Literature, Maths, Atatürk’s Principles and History of Revolution, Physical Education and Sports, Visual Arts, Music, Information Technologies and Software (IT), Counselling, Religious Culture and Moral Knowledge ders(ler)i ile ilişkilendirilir.

Öğrenme Kanıtları (Ölçme ve Değerlendirme) MEB

  • Derecelendirme Ölçeği
  • Dereceli Puanlama Anahtarı
  • Performans Görevi

Temel Kabuller DPO

Önceki haftaların çıktıları (ENG.10.1.R2, ENG.10.1.R3, ENG.10.1.R4, ENG.10.1.V1, ENG.10.1.G1) edinilmiş kabul edilir.

Ön Değerlendirme Süreci YZ

Öğretmen etkileşimli tahtada 'regular and extracurricular activities' başlığını gösterir ve öğrencilerden okullarındaki bu etkinliklerden ikisini İngilizce söylemelerini ister. Eşlerden 'school anxiety and stress' kavramını bildikleri sözcüklerle açıklamaları istenir. Birkaç eşin yanıtı sınıfla paylaşılır.

Köprü Kurma YZ

Önceki derslerde dinleme, izleme ve okuma çalışmalarında karşılaşılan okul hayatı sözcükleri ve ifadeleri, bu haftanın yazma ve konuşma çalışmalarının temelini oluşturur. Öğrencilerden bu ön bilgi ve deneyimlerini hatırlayarak yeni görevlerle ilişkilendirmeleri istenir.

Öğrenme-Öğretme Uygulamaları YZ

  1. Derse Giriş10 dk

    Öğretmen, etkileşimli tahtada okul hayatı ve eğitimle ilgili görseller gösterir ve Kızılay Haftası kapsamında okullarda yürütülen yardımlaşma etkinliklerine değinir. Öğrencilerden 'school life', 'school anxiety and stress' ve 'national days and celebrations' konularında bildiklerini İngilizce birer sözcük ya da kısa ifadeyle söylemeleri istenir. Bu derste yazma ve konuşma çalışmalarının yapılacağı duyurulur.

  2. Keşfetme15 dk
    Etkinlik 1

    Eşlerden bilinmeyen anahtar sözcükler için cümledeki 'indirect clues' ipuçlarını listelemeleri istenir (D3.5, SELS2.2, CS2.7). Bulunan ipuçları sınıfça dinlenir ve önceki dinleme, izleme, okuma deneyimleri güncel içerikle ilişkilendirilir (ENG.10.1.W1.a). Yazma görevinin içerik ve amaç bakımından gerektirdikleri yönergeler doğrultusunda belirlenir (ENG.10.1.W1.b). Örnek metindeki sözcük, dil bilgisi ve tür özellikleri çözümlenir (CS2.4, ENG.10.1.W2.a).

    ENG.10.1.W1ENG.10.1.W2ENG.10.1.W3ENG.10.1.W4ENG.10.1.W5ENG.10.1.W6ENG.10.1.W7ENG.10.1.S1ENG.10.1.S2ENG.10.1.S3
  3. 20 dk
    Etkinlik 2

    Öğretmenin önceden hazırladığı gerçek nesneler (realia) gösterilir; öğrencilerden ne olduklarını düşünüp eşleriyle paylaşmaları istenir (D3.6, SELS2.1, CS2.19). Tanıtım dijital hikâyesi durdurulmadan izletilir ve sözcükler geçtikçe ilgili resimler gösterilir (LS2, LS4). Gruplar yazma görevi için beyin fırtınasıyla fikir üretir (ENG.10.1.W3.a). Fikirlerin yazıda nasıl kullanılacağı planlanır ve ön araştırma yapılır (ENG.10.1.W3.b, ENG.10.1.W3.c).

    ENG.10.1.W1ENG.10.1.W2ENG.10.1.W3ENG.10.1.W4ENG.10.1.W5ENG.10.1.W6ENG.10.1.W7ENG.10.1.S1ENG.10.1.S2ENG.10.1.S3
  4. Uygulama15 dk
    Etkinlik 1

    Öğrencilerden yazma görevi için türe ve yaş düzeyine uygun ayrıntılı bir taslak hazırlamaları istenir (ENG.10.1.W3.d). Görevin türüne uygun bağlamsal materyaller düzenlenir ve geliştirilir (ENG.10.1.W3.e). Taslaktaki içerik tutarlı ve anlamlı olacak biçimde değiştirilir (ENG.10.1.W3.f). Destekleyici materyaller eklenir; uygun söylem biçimi ve üslup seçilir (ENG.10.1.W4.a, ENG.10.1.W4.b).

    ENG.10.1.W1ENG.10.1.W2ENG.10.1.W3ENG.10.1.W4ENG.10.1.W5ENG.10.1.W6ENG.10.1.W7ENG.10.1.S1ENG.10.1.S2ENG.10.1.S3
  5. 20 dk
    Etkinlik 2

    Öğrencilerden hedef sözcük ve dil yapılarını doğru kullanarak iletiyi okura açık biçimde yazmaları istenir (ENG.10.1.W4.c, ENG.10.1.W4.d). Kişisel sözlükler eşlerle değiştirilir; yazım ve tanımlar birbirinin kontrol edilir (D1.2, SELS2.2, CS2.20). Öğretmen ve eş geri bildirimleri eleştirel biçimde gözden geçirilir (ENG.10.1.W5.a). Metinler geri bildirime göre yeniden düzenlenir ve geliştirilir (ENG.10.1.W5.b, ENG.10.1.W5.c).

    ENG.10.1.W1ENG.10.1.W2ENG.10.1.W3ENG.10.1.W4ENG.10.1.W5ENG.10.1.W6ENG.10.1.W7ENG.10.1.S1ENG.10.1.S2ENG.10.1.S3
  6. 20 dk
    Etkinlik 3

    Öğrencilerden bireysel bilgilerini seçip yeniden düzenleyerek yazılı iletişimde paylaşmaları istenir (ENG.10.1.W6.a, ENG.10.1.W6.b). Yazma sürecine ilişkin düşünce ve duygular aktarılır, sınıfla paylaşılır ve yansıtma sonrası yeni çalışma üretilir (SELS1.3, CS2.15, ENG.10.1.W7.a, ENG.10.1.W7.b, ENG.10.1.W7.c). Önceki deneyimler konuşma görevinin içeriğiyle ilişkilendirilir (ENG.10.1.S1.a). Model konuşma ses, görsel ve yazılı öğelerle kavranır (ENG.10.1.S2.a).

    ENG.10.1.W1ENG.10.1.W2ENG.10.1.W3ENG.10.1.W4ENG.10.1.W5ENG.10.1.W6ENG.10.1.W7ENG.10.1.S1ENG.10.1.S2ENG.10.1.S3
  7. Sonuçlandırma20 dk

    Öğrencilerden modele dayanarak beklenen konuşma türünü belirlemeleri, ön araştırma yapmaları ve taslak plan hazırlamaları istenir (ENG.10.1.S3.a, ENG.10.1.S3.b, ENG.10.1.S3.c). Görsel-işitsel materyaller ve sunulacak bilgiler düzenlenir (ENG.10.1.S3.d, ENG.10.1.S3.e). Hazırlanan sunum doğruluk, tutarlılık ve dinleyiciye uygunluk açısından eleştirel biçimde gözden geçirilir (ENG.10.1.S3.f). Çalışmalar Performans Görevi olarak Derecelendirme Ölçeği ile değerlendirilir.

    ENG.10.1.W1ENG.10.1.W2ENG.10.1.W3ENG.10.1.W4ENG.10.1.W5ENG.10.1.W6ENG.10.1.W7ENG.10.1.S1ENG.10.1.S2ENG.10.1.S3

Sınıf defteri: ENG.10.1.W1 Students can prepare for writing efficiently and accurately based on…; ENG.10.1.W2 Students can analyse and understand a provided model to guide them in…; ENG.10.1.W3 Students can construct new written content on ''school life and……

Derse Giriş YZ 10 dk

Öğretmen, etkileşimli tahtada okul hayatı ve eğitimle ilgili görseller gösterir ve Kızılay Haftası kapsamında okullarda yürütülen yardımlaşma etkinliklerine değinir. Öğrencilerden 'school life', 'school anxiety and stress' ve 'national days and celebrations' konularında bildiklerini İngilizce birer sözcük ya da kısa ifadeyle söylemeleri istenir. Bu derste yazma ve konuşma çalışmalarının yapılacağı duyurulur.

Keşfetme YZ 15 dk

Eşlerden bilinmeyen anahtar sözcükler için cümledeki 'indirect clues' ipuçlarını listelemeleri istenir (D3.5, SELS2.2, CS2.7). Bulunan ipuçları sınıfça dinlenir ve önceki dinleme, izleme, okuma deneyimleri güncel içerikle ilişkilendirilir (ENG.10.1.W1.a). Yazma görevinin içerik ve amaç bakımından gerektirdikleri yönergeler doğrultusunda belirlenir (ENG.10.1.W1.b). Örnek metindeki sözcük, dil bilgisi ve tür özellikleri çözümlenir (CS2.4, ENG.10.1.W2.a).

ENG.10.1.W1ENG.10.1.W2ENG.10.1.W3ENG.10.1.W4ENG.10.1.W5ENG.10.1.W6ENG.10.1.W7ENG.10.1.S1ENG.10.1.S2ENG.10.1.S3
Keşfetme YZ 20 dk

Öğretmenin önceden hazırladığı gerçek nesneler (realia) gösterilir; öğrencilerden ne olduklarını düşünüp eşleriyle paylaşmaları istenir (D3.6, SELS2.1, CS2.19). Tanıtım dijital hikâyesi durdurulmadan izletilir ve sözcükler geçtikçe ilgili resimler gösterilir (LS2, LS4). Gruplar yazma görevi için beyin fırtınasıyla fikir üretir (ENG.10.1.W3.a). Fikirlerin yazıda nasıl kullanılacağı planlanır ve ön araştırma yapılır (ENG.10.1.W3.b, ENG.10.1.W3.c).

ENG.10.1.W1ENG.10.1.W2ENG.10.1.W3ENG.10.1.W4ENG.10.1.W5ENG.10.1.W6ENG.10.1.W7ENG.10.1.S1ENG.10.1.S2ENG.10.1.S3
Uygulama YZ 15 dk

Öğrencilerden yazma görevi için türe ve yaş düzeyine uygun ayrıntılı bir taslak hazırlamaları istenir (ENG.10.1.W3.d). Görevin türüne uygun bağlamsal materyaller düzenlenir ve geliştirilir (ENG.10.1.W3.e). Taslaktaki içerik tutarlı ve anlamlı olacak biçimde değiştirilir (ENG.10.1.W3.f). Destekleyici materyaller eklenir; uygun söylem biçimi ve üslup seçilir (ENG.10.1.W4.a, ENG.10.1.W4.b).

ENG.10.1.W1ENG.10.1.W2ENG.10.1.W3ENG.10.1.W4ENG.10.1.W5ENG.10.1.W6ENG.10.1.W7ENG.10.1.S1ENG.10.1.S2ENG.10.1.S3
Uygulama YZ 20 dk

Öğrencilerden hedef sözcük ve dil yapılarını doğru kullanarak iletiyi okura açık biçimde yazmaları istenir (ENG.10.1.W4.c, ENG.10.1.W4.d). Kişisel sözlükler eşlerle değiştirilir; yazım ve tanımlar birbirinin kontrol edilir (D1.2, SELS2.2, CS2.20). Öğretmen ve eş geri bildirimleri eleştirel biçimde gözden geçirilir (ENG.10.1.W5.a). Metinler geri bildirime göre yeniden düzenlenir ve geliştirilir (ENG.10.1.W5.b, ENG.10.1.W5.c).

ENG.10.1.W1ENG.10.1.W2ENG.10.1.W3ENG.10.1.W4ENG.10.1.W5ENG.10.1.W6ENG.10.1.W7ENG.10.1.S1ENG.10.1.S2ENG.10.1.S3
Uygulama YZ 20 dk

Öğrencilerden bireysel bilgilerini seçip yeniden düzenleyerek yazılı iletişimde paylaşmaları istenir (ENG.10.1.W6.a, ENG.10.1.W6.b). Yazma sürecine ilişkin düşünce ve duygular aktarılır, sınıfla paylaşılır ve yansıtma sonrası yeni çalışma üretilir (SELS1.3, CS2.15, ENG.10.1.W7.a, ENG.10.1.W7.b, ENG.10.1.W7.c). Önceki deneyimler konuşma görevinin içeriğiyle ilişkilendirilir (ENG.10.1.S1.a). Model konuşma ses, görsel ve yazılı öğelerle kavranır (ENG.10.1.S2.a).

ENG.10.1.W1ENG.10.1.W2ENG.10.1.W3ENG.10.1.W4ENG.10.1.W5ENG.10.1.W6ENG.10.1.W7ENG.10.1.S1ENG.10.1.S2ENG.10.1.S3
Sonuçlandırma YZ 20 dk

Öğrencilerden modele dayanarak beklenen konuşma türünü belirlemeleri, ön araştırma yapmaları ve taslak plan hazırlamaları istenir (ENG.10.1.S3.a, ENG.10.1.S3.b, ENG.10.1.S3.c). Görsel-işitsel materyaller ve sunulacak bilgiler düzenlenir (ENG.10.1.S3.d, ENG.10.1.S3.e). Hazırlanan sunum doğruluk, tutarlılık ve dinleyiciye uygunluk açısından eleştirel biçimde gözden geçirilir (ENG.10.1.S3.f). Çalışmalar Performans Görevi olarak Derecelendirme Ölçeği ile değerlendirilir.

ENG.10.1.W1ENG.10.1.W2ENG.10.1.W3ENG.10.1.W4ENG.10.1.W5ENG.10.1.W6ENG.10.1.W7ENG.10.1.S1ENG.10.1.S2ENG.10.1.S3

Farklılaştırma MEB

ZThe teacher writes discussion questions, such as ''How often do students participate in extracurricular activities at your school?'' and ''What facilities must a school have to reduce stress?'' on small pieces of paper and places them in a box
DStudents work in pairs to match each picture with the correct English word by drawing lines, writing the answers, or interacting with the digital tool

Araç-Gereç ve Kaynaklar DPO

Araç-Gereç
  • Ders kitabı
  • Etkileşimli tahta
  • Dijital içerik
Kaynaklar
  • İngilizce Dersi Öğretim Programı (MEB, Türkiye Yüzyılı Maarif Modeli)
  • Ders Bilgi Formu (MEB)

Öğretmen Görüşleri

BÖLÜM I

Ders
İngilizce
Sınıf
10. Sınıf
Ünite / Tema
Theme 1: School Life & Education
Önerilen Süre
3 ders saati (120 dk)
Tarih
2-6 Kasım
Hafta
8. Hafta
Belirli Gün ve Haftalar
Kızılay Haftası (29 Ekim-4 Kasım), Lösemili Çocuklar Haftası (2-8 Kasım), Organ Bağışı ve Nakli Haftası (3-9 Kasım)

BÖLÜM II Boş

Kazanımlar
ENG.10.1.W1 Students can prepare for writing efficiently and accurately based on the current content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them
b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions
ENG.10.1.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required
ENG.10.1.W3 Students can construct new written content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' based on their understanding of the model(s) provided.
a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme
b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme
c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level
d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level
e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level
f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level
ENG.10.1.W4 Students can practise producing written content based on the current theme ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
a) Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level
b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level
c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level
d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task
ENG.10.1.W5 Students can engage in the process of writing related to the content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
a) Students review the feedback from the teacher and/or peers critically on their prepared and/or unprepared writing task(s)
b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers
c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process
ENG.10.1.W6 Students can reconstruct their writing about the current theme on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' to communicate effectively about it.
a) Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts
b) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others
ENG.10.1.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process
b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others
c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process
ENG.10.1.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
a) Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content
ENG.10.1.S2 Students can analyse and understand the model content related to ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' to support the production of spoken language.
a) Students grasp what the provided model/example is about with the help of audio, visual, and/or written elements after listening, watching, and/or reading the current content
ENG.10.1.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination
b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations
c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme
d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level
e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations
f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations
Öğrenme-Öğretme Yöntem ve Teknikleri

    Kullanılan Eğitim Teknolojileri, Araç ve Gereçler
    Araç-Gereç
    • Ders kitabı
    • Etkileşimli tahta
    • Dijital içerik
    Kaynaklar
    • İngilizce Dersi Öğretim Programı (MEB, Türkiye Yüzyılı Maarif Modeli)
    • Ders Bilgi Formu (MEB)
    Öğrenme-Öğretme Etkinlikleri
    Dikkat Çekme

    Güdüleme

    Gözden Geçirme

    Derse Geçiş

    Bireysel Öğrenme Etkinlikleri

    Grupla Öğrenme Etkinlikleri

    Özet

    BÖLÜM III — Ölçme-Değerlendirme

    Bireysel Öğrenme Etkinliklerine Yönelik Ölçme-Değerlendirme
    • Derecelendirme Ölçeği
    • Dereceli Puanlama Anahtarı
    • Performans Görevi
    Grupla Öğrenme Etkinliklerine Yönelik Ölçme-Değerlendirme

      Öğrenme Güçlüğü Olan ve İleri Düzey Öğrenciler İçin Ek Ölçme-Değerlendirme

        BÖLÜM IV — Planın Uygulanmasına İlişkin Açıklamalar

        #9-13 Kasım3Theme 1: School Life & EducationENG.10.1.S4ENG.10.1.S5ENG.10.1.S6Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        16-20 KasımAkademik Takvim 1. Dönem Ara Tatil
        #23-27 Kasım3Theme 2: Classroom Life & LearningENG.10.2.L1ENG.10.2.L2ENG.10.2.L3ENG.10.2.L4ENG.10.2.P1ENG.10.2.R1Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #30 Kasım - 4 Aralık3Theme 2: Classroom Life & LearningENG.10.2.R2ENG.10.2.R3ENG.10.2.R4ENG.10.2.V1ENG.10.2.G1Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #7-11 Aralık3Theme 2: Classroom Life & LearningENG.10.2.W1ENG.10.2.W2ENG.10.2.W3ENG.10.2.W4ENG.10.2.W5ENG.10.2.W6ENG.10.2.W7ENG.10.2.S1ENG.10.2.S2ENG.10.2.S3Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #14-18 Aralık3Theme 2: Classroom Life & LearningENG.10.2.S4ENG.10.2.S5ENG.10.2.S6Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #21-25 Aralık3Theme 3: Personal Life & Well-beingENG.10.3.L1ENG.10.3.L2ENG.10.3.L3ENG.10.3.L4ENG.10.3.P1ENG.10.3.R1Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #28 Aralık - 1 Ocak3Theme 3: Personal Life & Well-beingENG.10.3.R2ENG.10.3.R3ENG.10.3.R4ENG.10.3.V1ENG.10.3.G1Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #4-8 Ocak3Theme 3: Personal Life & Well-beingENG.10.3.W1ENG.10.3.W2ENG.10.3.W3ENG.10.3.W4ENG.10.3.W5ENG.10.3.W6ENG.10.3.W7ENG.10.3.S1ENG.10.3.S2ENG.10.3.S3Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #11-15 Ocak3Theme 3: Personal Life & Well-beingENG.10.3.S4ENG.10.3.S5ENG.10.3.S6Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #18-22 Ocak3Theme 4: Family Life & HomeENG.10.4.L1ENG.10.4.L2ENG.10.4.L3ENG.10.4.L4ENG.10.4.P1ENG.10.4.R1Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        25-29 OcakAkademik Takvim Yarıyıl Tatili
        1-5 ŞubatAkademik Takvim Yarıyıl Tatili
        #8-12 Şubat3Theme 4: Family Life & HomeENG.10.4.R2ENG.10.4.R3ENG.10.4.R4ENG.10.4.V1ENG.10.4.G1Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #15-19 Şubat3Theme 4: Family Life & HomeENG.10.4.W1ENG.10.4.W2ENG.10.4.W3ENG.10.4.W4ENG.10.4.W5ENG.10.4.W6ENG.10.4.W7ENG.10.4.S1ENG.10.4.S2ENG.10.4.S3Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #22-26 Şubat3Theme 4: Family Life & HomeENG.10.4.S4ENG.10.4.S5ENG.10.4.S6Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #1-5 Mart3Theme 5: Life in the Neighbourhood, City & Social LifeENG.10.5.L1ENG.10.5.L2ENG.10.5.L3ENG.10.5.L4ENG.10.5.P1ENG.10.5.R1Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        8-12 MartAkademik Takvim 2. Dönem Ara Tatil
        #15-19 Mart3Theme 5: Life in the Neighbourhood, City & Social LifeENG.10.5.R2ENG.10.5.R3ENG.10.5.R4ENG.10.5.V1ENG.10.5.G1Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #22-26 Mart3Theme 5: Life in the Neighbourhood, City & Social LifeENG.10.5.W1ENG.10.5.W2ENG.10.5.W3ENG.10.5.W4ENG.10.5.W5ENG.10.5.W6ENG.10.5.W7ENG.10.5.S1ENG.10.5.S2ENG.10.5.S3Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #29 Mart - 2 Nisan3Theme 5: Life in the Neighbourhood, City & Social LifeENG.10.5.S4ENG.10.5.S5ENG.10.5.S6Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #5-9 Nisan3Theme 6: Life in the World & CultureENG.10.6.L1ENG.10.6.L2ENG.10.6.L3ENG.10.6.L4ENG.10.6.P1ENG.10.6.R1Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #12-16 Nisan3Theme 6: Life in the World & CultureENG.10.6.R2ENG.10.6.R3ENG.10.6.R4ENG.10.6.V1ENG.10.6.G1Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #19-23 Nisan3Theme 6: Life in the World & CultureENG.10.6.W1ENG.10.6.W2ENG.10.6.W3ENG.10.6.W4ENG.10.6.W5ENG.10.6.W6ENG.10.6.W7ENG.10.6.S1ENG.10.6.S2ENG.10.6.S3Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #26-30 Nisan3Theme 6: Life in the World & CultureENG.10.6.S4ENG.10.6.S5ENG.10.6.S6Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #3-7 Mayıs3Theme 7: Life in Nature & Global ProblemsENG.10.7.L1ENG.10.7.L2ENG.10.7.L3ENG.10.7.L4ENG.10.7.P1ENG.10.7.R1ENG.10.7.R2ENG.10.7.R3Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #10-14 Mayıs3Theme 7: Life in Nature & Global ProblemsENG.10.7.R4ENG.10.7.V1ENG.10.7.G1ENG.10.7.W1ENG.10.7.W2ENG.10.7.W3Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #17-21 Mayıs3Theme 7: Life in Nature & Global ProblemsENG.10.7.W4ENG.10.7.W5ENG.10.7.W6ENG.10.7.W7ENG.10.7.S1ENG.10.7.S2ENG.10.7.S3ENG.10.7.S4ENG.10.7.S5ENG.10.7.S6Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #24-28 Mayıs3Theme 8: Life in the Universe & the FutureENG.10.8.L1ENG.10.8.L2ENG.10.8.L3ENG.10.8.L4ENG.10.8.P1ENG.10.8.R1ENG.10.8.R2ENG.10.8.R3Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #31 Mayıs - 4 Haziran3Theme 8: Life in the Universe & the FutureENG.10.8.R4ENG.10.8.V1ENG.10.8.G1ENG.10.8.W1ENG.10.8.W2ENG.10.8.W3Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #7-11 Haziran3Theme 8: Life in the Universe & the FutureENG.10.8.W4ENG.10.8.W5ENG.10.8.W6ENG.10.8.W7ENG.10.8.S1ENG.10.8.S2ENG.10.8.S3ENG.10.8.S4ENG.10.8.S5ENG.10.8.S6Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #14-18 Haziran3EvaluationYazılı Sınav, Performans GöreviBoş
        #21-25 Haziran3Sosyal EtkinlikSosyal EtkinlikOkul temelli planlama kapsamında sosyal etkinlik haftasıBoş Sosyal Etkinlik

        10. Sınıf İngilizce Günlük Planı — Kaynaklar ve İçerik

        • 10. Sınıf İngilizce Yıllık Planı (çerçeve / ünitelendirilmiş yıllık plan)
        • İngilizce Ders Bilgi Formu (DBF)
        • Ders İçeriği

          Anadolu Lisesi - Anadolu Lisesi (Anadolu Lisesi) alanında İngilizce dersi 10. sınıf 2026-2027 eğitim öğretim yılı günlük planı (haftalık ders planı). Haftalık 3 ders saati.

          Üniteler ve Konular

          1. Orientation (4 ders saati)

          2. Revision Programme (16 ders saati)

          3. Theme 1: School Life & Education (14 ders saati)

          This theme is centred on the concept of ''school life and education'' and covers the sub-themes of ''different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress, 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 & Education
            • ENG.10.1.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
            • ENG.10.1.L2 Students can bring together the information in the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
            • ENG.10.1.L3 Students can make sense of and derive meaning from the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
            • ENG.10.1.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 and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
            • ENG.10.1.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 and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' to develop holistic and conscious pronunciation skills after recognising them in context.
            • ENG.10.1.R1 Students can prepare for reading the content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' efficiently and effectively.
            • ENG.10.1.R2 Students can bring information together about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' through skimming, scanning and detailed reading.
            • ENG.10.1.R3 Students can make sense of and derive meaning from the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
            • ENG.10.1.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' in relation to themselves or others, both individually and/ or with others.
            • ENG.10.1.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
            • ENG.10.1.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
            • ENG.10.1.W1 Students can prepare for writing efficiently and accurately based on the current content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
            • ENG.10.1.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
            • ENG.10.1.W3 Students can construct new written content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' based on their understanding of the model(s) provided.
            • ENG.10.1.W4 Students can practise producing written content based on the current theme ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
            • ENG.10.1.W5 Students can engage in the process of writing related to the content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
            • ENG.10.1.W6 Students can reconstruct their writing about the current theme on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' to communicate effectively about it.
            • ENG.10.1.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
            • ENG.10.1.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
            • ENG.10.1.S2 Students can analyse and understand the model content related to ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' to support the production of spoken language.
            • ENG.10.1.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
            • ENG.10.1.S4 Students can construct meaningful spoken content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' through efficient and meaningful practice.
            • ENG.10.1.S5 Students can reconstruct the information about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' when communicating with others.
            • ENG.10.1.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' in relation to themselves or others, both individually and/or with others.

          4. Theme 2: Classroom Life & Learning (14 ders saati)

          This theme is centred on the concept of ''classroom life and learning'' and covers the sub-themes of ''learning activities in the classroom; personal learning styles; learning with technology in the classroom''. 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: Classroom Life & Learning
            • ENG.10.2.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
            • ENG.10.2.L2 Students can bring together the information in the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
            • ENG.10.2.L3 Students can make sense of and derive meaning from the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
            • ENG.10.2.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' in relation to themselves or others, both individually and/or with others.
            • ENG.10.2.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 ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' to develop holistic and conscious pronunciation skills after recognising them in context.
            • ENG.10.2.R1 Students can prepare for reading the content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' efficiently and effectively.
            • ENG.10.2.R2 Students can bring information together about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' through skimming, scanning and detailed reading.
            • ENG.10.2.R3 Students can make sense of and derive meaning from the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
            • ENG.10.2.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' in relation to themselves or others, both individually and/or with others.
            • ENG.10.2.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
            • ENG.10.2.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousnessraising and discovery.
            • ENG.10.2.W1 Students can prepare for writing efficiently and accurately based on the current content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
            • ENG.10.2.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
            • ENG.10.2.W3 Students can construct new written content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' based on their understanding of the model(s) provided.
            • ENG.10.2.W4 Students can practise producing written content based on the current theme ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
            • ENG.10.2.W5 Students can engage in the process of writing related to the content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
            • ENG.10.2.W6 Students can reconstruct their writing about the current theme on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' to communicate effectively about it.
            • ENG.10.2.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' in relation to themselves or others, both individually and/or with others.
            • ENG.10.2.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
            • ENG.10.2.S2 Students can analyse and understand the model content related to ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' to support the production of spoken language.
            • ENG.10.2.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
            • ENG.10.2.S4 Students can construct meaningful spoken content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' through efficient and meaningful practice.
            • ENG.10.2.S5 Students can reconstruct the information about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' when communicating with others.
            • ENG.10.2.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' in relation to themselves or others, both individually and/or with others.

          5. Theme 3: Personal Life & Well-being (14 ders saati)

          This theme is centred on the concept of ''personal life and well-being'', and covers the sub-themes of ''body parts; human illnesses and diseases; human nature and well-being in both present and future contexts; and fashion along with personal fashion preferences.'' 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: Personal Life & Well-being
            • ENG.10.3.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
            • ENG.10.3.L2 Students can bring together the information in the current content on ''personal life and wellbeing with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
            • ENG.10.3.L3 Students can make sense of and derive meaning from the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
            • ENG.10.3.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' in relation to themselves or others, both individually and/or with others.
            • ENG.10.3.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 and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' to develop holistic and conscious pronunciation skills after recognising them in context.
            • ENG.10.3.R1 Students can prepare for reading the content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' efficiently and effectively.
            • ENG.10.3.R2 Students can bring information together about the current content on ''personal life and wellbeing with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' through skimming, scanning and detailed reading.
            • ENG.10.3.R3 Students can make sense of and derive meaning from the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
            • ENG.10.3.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' in relation to themselves or others, both individually and/or with others.
            • ENG.10.3.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
            • ENG.10.3.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 body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
            • ENG.10.3.W1 Students can prepare for writing efficiently and accurately based on the current content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
            • ENG.10.3.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
            • ENG.10.3.W3 Students can construct new written content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' based on their understanding of the model(s) provided.
            • ENG.10.3.W4 Students can practise producing written content based on the current theme ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
            • ENG.10.3.W5 Students can engage in the process of writing related to the content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
            • ENG.10.3.W6 Students can reconstruct their writing about the current theme on ''personal life and wellbeing with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' to communicate effectively about it.
            • ENG.10.3.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 body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' in relation to themselves or others, both individually and/or with others.
            • ENG.10.3.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
            • ENG.10.3.S2 Students can analyse and understand the model content related to ''personal life and wellbeing with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' to support the production of spoken language.
            • ENG.10.3.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
            • ENG.10.3.S4 Students can construct meaningful spoken content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' through efficient and meaningful practice.
            • ENG.10.3.S5 Students can reconstruct the information about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' when communicating with others.
            • ENG.10.3.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 body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' in relation to themselves or others, both individually and/or with others.

          6. Theme 4: Family Life & Home (14 ders saati)

          This theme is centred on the concept of ''family life and home'' and covers the subthemes of ''family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''. 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: Family Life & Home
            • ENG.10.4.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
            • ENG.10.4.L2 Students can bring together the information in the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
            • ENG.10.4.L3 Students can make sense of and derive meaning from the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
            • ENG.10.4.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' in relation to themselves or others, both individually and/or with others.
            • ENG.10.4.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 and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' to develop holistic and conscious pronunciation skills after recognising them in context.
            • ENG.10.4.R1 Students can prepare for reading the content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' efficiently and effectively.
            • ENG.10.4.R2 Students can bring information together about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' through skimming, scanning and detailed reading.
            • ENG.10.4.R3 Students can make sense of and derive meaning from the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
            • ENG.10.4.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' in relation to themselves or others, both individually and/ or with others.
            • ENG.10.4.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
            • ENG.10.4.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 family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
            • ENG.10.4.W1 Students can prepare for writing efficiently and accurately based on the current content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
            • ENG.10.4.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
            • ENG.10.4.W3 Students can construct new written content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' based on their understanding of the model(s) provided.
            • ENG.10.4.W4 Students can practise producing written content based on the current theme ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
            • ENG.10.4.W5 Students can engage in the process of writing related to the content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
            • ENG.10.4.W6 Students can reconstruct their writing about the current theme on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' to communicate effectively about it.
            • ENG.10.4.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 family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' in relation to themselves or others, both individually and/or with others.
            • ENG.10.4.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
            • ENG.10.4.S2 Students can analyse and understand the model content related to ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' to support the production of spoken language.
            • ENG.10.4.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
            • ENG.10.4.S4 Students can construct meaningful spoken content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' through efficient and meaningful practice.
            • ENG.10.4.S5 Students can reconstruct the information about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' when communicating with others.
            • ENG.10.4.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 family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' in relation to themselves or others, both individually and/ or with others.

          7. Theme 5: Life in the Neighbourhood, City & Social Life (14 ders saati)

          This theme is centred on the concept of ''life in the neighbourhood, city & social life'' and covers the sub-themes of ''activities to do in attractions and recreational places (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''. 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 Neighbourhood, City & Social Life
            • ENG.10.5.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
            • ENG.10.5.L2 Students can bring together the information in the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
            • ENG.10.5.L3 Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
            • ENG.10.5.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 neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others.
            • ENG.10.5.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 neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' to develop holistic and conscious pronunciation skills after recognising them in context.
            • ENG.10.5.R1 Students can prepare for reading the content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' efficiently and effectively.
            • ENG.10.5.R2 Students can bring information together about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' through skimming, scanning and detailed reading.
            • ENG.10.5.R3 Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
            • ENG.10.5.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 neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others.
            • ENG.10.5.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
            • ENG.10.5.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
            • ENG.10.5.W1 Students can prepare for writing efficiently and accurately based on the current content about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
            • ENG.10.5.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 neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
            • ENG.10.5.W3 Students can construct new written content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' based on their understanding of the model(s) provided.
            • ENG.10.5.W4 Students can practise producing written content based on the current theme ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
            • ENG.10.5.W5 Students can engage in the process of writing related to the content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
            • ENG.10.5.W6 Students can reconstruct their writing about the current theme on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' to communicate effectively about it.
            • ENG.10.5.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others.
            • ENG.10.5.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
            • ENG.10.5.S2 Students can analyse and understand the model content related to ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' to support the production of spoken language.
            • ENG.10.5.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
            • ENG.10.5.S4 Students can construct meaningful spoken content about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' through efficient and meaningful practice.
            • ENG.10.5.S5 Students can reconstruct the information about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' when communicating with others.
            • ENG.10.5.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others.

          8. Theme 6: Life in the World & Culture (14 ders saati)

          This theme is centred on the concept of ''life in the world and culture'', and covers the sub-themes of continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''. 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 World & Culture
            • ENG.10.6.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
            • ENG.10.6.L2 Students can bring together the information in the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
            • ENG.10.6.L3 Students can make sense of and derive meaning from the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
            • ENG.10.6.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 world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' in relation to themselves or others, both individually and/ or with others.
            • ENG.10.6.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 world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' to develop holistic and conscious pronunciation skills after recognising them in context.
            • ENG.10.6.R1 Students can prepare for reading the content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' efficiently and effectively.
            • ENG.10.6.R2 Students can bring information together about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' through skimming, scanning and detailed reading.
            • ENG.10.6.R3 Students can make sense of and derive meaning from the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
            • ENG.10.6.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 world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' in relation to themselves or others, both individually and/or with others.
            • ENG.10.6.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
            • ENG.10.6.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 culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
            • ENG.10.6.W1 Students can prepare for writing efficiently and accurately based on the current content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
            • ENG.10.6.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 world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
            • ENG.10.6.W3 Students can construct new written content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' based on their understanding of the model(s) provided.
            • ENG.10.6.W4 Students can practise producing written content based on the current theme ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
            • ENG.10.6.W5 Students can engage in the process of writing related to the content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
            • ENG.10.6.W6 Students can reconstruct their writing about the current theme on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' to communicate effectively about it.
            • ENG.10.6.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' in relation to themselves or others, both individually and/or with others.
            • ENG.10.6.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
            • ENG.10.6.S2 Students can analyse and understand the model content related to ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' to support the production of spoken language.
            • ENG.10.6.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
            • ENG.10.6.S4 Students can construct meaningful spoken content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' through efficient and meaningful practice.
            • ENG.10.6.S5 Students can reconstruct the information about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' when communicating with others.
            • ENG.10.6.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' in relation to themselves or others, both individually and/or with others.

          9. Theme 7: Life in Nature & Global Problems (14 ders saati)

          This theme is centred on the concept of ''life in nature and global problems'', and covers the sub-themes of ''natural resources; global problems related to natural resources; protecting natural resources''. 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 7: Life in Nature & Global Problems
            • ENG.10.7.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
            • ENG.10.7.L2 Students can bring together the information in the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
            • ENG.10.7.L3 Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
            • ENG.10.7.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 nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' in relation to themselves or others, both individually and/or with others.
            • ENG.10.7.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 nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' to develop holistic and conscious pronunciation skills after recognising them in context.
            • ENG.10.7.R1 Students can prepare for reading the content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' efficiently and effectively.
            • ENG.10.7.R2 Students can bring information together about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' through skimming, scanning and detailed reading.
            • ENG.10.7.R3 Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
            • ENG.10.7.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' in relation to themselves or others, both individually and/or with others.
            • ENG.10.7.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
            • ENG.10.7.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
            • ENG.10.7.W1 Students can prepare for writing efficiently and accurately based on the current content about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
            • ENG.10.7.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
            • ENG.10.7.W3 Students can construct new written content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' based on their understanding of the model(s) provided.
            • ENG.10.7.W4 Students can practise producing written content based on the current theme ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
            • ENG.10.7.W5 Students can engage in the process of writing related to the content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
            • ENG.10.7.W6 Students can reconstruct their writing about the current theme on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' to communicate effectively about it.
            • ENG.10.7.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' in relation to themselves or others, both individually and/or with others.
            • ENG.10.7.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
            • ENG.10.7.S2 Students can analyse and understand the model content related to ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' to support the production of spoken language.
            • ENG.10.7.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
            • ENG.10.7.S4 Students can construct meaningful spoken content about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' through efficient and meaningful practice.
            • ENG.10.7.S5 Students can reconstruct the information about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' when communicating with others.
            • ENG.10.7.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' in relation to themselves or others, both individually and/or with others.

          10. Theme 8: Life in the Universe & the Future (14 ders saati)

          This theme is centred on the concept of ''life in the universe and the future'', and covers the sub-themes of ''planets and space; life in the universe; space explorations''. 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 8: Life in the Universe & the Future
            • ENG.10.8.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
            • ENG.10.8.L2 Students can bring together the information in the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
            • ENG.10.8.L3 Students can make sense of and derive meaning from the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
            • ENG.10.8.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 the future with planets and space; life in the universe; space explorations'' in relation to themselves or others, both individually and/or with others.
            • ENG.10.8.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 the future with planets and space; life in the universe; space explorations'' to develop holistic and conscious pronunciation skills after recognising them in context.
            • ENG.10.8.R1 Students can prepare for reading the content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' efficiently and effectively.
            • ENG.10.8.R2 Students can bring information together about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' through skimming, scanning and detailed reading.
            • ENG.10.8.R3 Students can make sense of and derive meaning from the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
            • ENG.10.8.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 the future with planets and space; life in the universe; space explorations'' in relation to themselves or others, both individually and/or with others.
            • ENG.10.8.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the universe and the future with planets and space; life in the universe; space explorations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
            • ENG.10.8.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 the future with planets and space; life in the universe; space explorations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
            • ENG.10.8.W1 Students can prepare for writing efficiently and accurately based on the current content about ''life in the universe and the future with planets and space; life in the universe; space explorations''.
            • ENG.10.8.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 the future with planets and space; life in the universe; space explorations''.
            • ENG.10.8.W3 Students can construct new written content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' based on their understanding of the model(s) provided.
            • ENG.10.8.W4 Students can practise producing written content based on the current theme ''life in the universe and the future with planets and space; life in the universe; space explorations''.
            • ENG.10.8.W5 Students can engage in the process of writing related to the content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
            • ENG.10.8.W6 Students can reconstruct their writing about the current theme on ''life in the universe and the future with planets and space; life in the universe; space explorations'' to communicate effectively about it.
            • ENG.10.8.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 the future with planets and space; life in the universe; space explorations'' in relation to themselves or others, both individually and/or with others.
            • ENG.10.8.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
            • ENG.10.8.S2 Students can analyse and understand the model content related to ''life in the universe and the future with planets and space; life in the universe; space explorations'' to support the production of spoken language.
            • ENG.10.8.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
            • ENG.10.8.S4 Students can construct meaningful spoken content about ''life in the universe and the future with planets and space; life in the universe; space explorations'' through efficient and meaningful practice.
            • ENG.10.8.S5 Students can reconstruct the information about ''life in the universe and the future with planets and space; life in the universe; space explorations'' when communicating with others.
            • ENG.10.8.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 the future with planets and space; life in the universe; space explorations'' in relation to themselves or others, both individually and/or with others.

          11. Evaluation (6 ders saati)

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