Doğru Plan Oluşturucu
İngilizce Yıllık Plan

T.C. MİLLİ EĞİTİM BAKANLIĞI
.......... OKUL SEÇ ..........
2026-2027 EĞİTİM ÖĞRETİM YILI 12. SINIF İNGİLİZCE DERSİ DERS PLANI

Öğretmen Adı

Ders Öğretmeni

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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 Eylül2OrientationYazılı Sınav, Performans GöreviBoş
#21-25 Eylül2OrientationYazılı Sınav, Performans GöreviBoş
#28 Eylül - 2 Ekim2Revision ProgrammeYazılı Sınav, Performans GöreviBoş
#5-9 Ekim2Revision ProgrammeYazılı Sınav, Performans GöreviBoş
#12-16 Ekim2Revision ProgrammeYazılı Sınav, Performans GöreviBoş
#19-23 Ekim2Revision ProgrammeYazılı Sınav, Performans GöreviBoş
#26-30 Ekim2Revision ProgrammeYazılı Sınav, Performans GöreviBoş
#2-6 Kasım2Theme 1: School Life, Classroom Life & EducationENG.12.1.L1ENG.12.1.L2ENG.12.1.L3ENG.12.1.L4ENG.12.1.P1Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu

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

Ders
İngilizce
Sınıf
12. Sınıf
Tema / Ünite
Theme 1: School Life, Classroom Life & Education
Süre
2 ders saati (80 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.12.1.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
a) Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully
b) Students identify significant and necessary relationships and connections between their pre-existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation)
c) Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content
d) Students make rational predictions about the current content by looking at the supplementary visual elements provided
ENG.12.1.L2 Students can bring together the information in the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
a) Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context
b) Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them
ENG.12.1.L3 Students can make sense of and derive meaning from the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
a) Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content
b) Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content
c) Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning
d) Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content
e) Students make essential inferences and deductions to understand the meaning of the generally perceived current content better
f) Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content
g) Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions
h) Students position, internalise and personalise current content in an individualised, age-appropriate and level-appropriate way
ENG.12.1.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
a) Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process
b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others
c) Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content
ENG.12.1.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' to develop holistic and conscious pronunciation skills after recognising them in context.
a) Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses
b) Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually
c) Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood
d) Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content
e) Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy
f) Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts

Tema Özeti MEB

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

Anahtar Kavramlar MEB

School lifeclassroom lifeeducationchallengescoping with challengessuccessgraduationfuture plans

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
DeğerlerV1V3V4V5V6V7V9V10V11V12V13V14V16V19V20
Okuryazarlık BecerileriLS1LS2LS4LS5LS6LS7LS9
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 12 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

Öğrenme Kanıtları (Ölçme ve Değerlendirme) MEB

  • Derecelendirme Ölçeği
  • Dereceli Puanlama Anahtarı
  • Performans Görevi

PERFORMANCE ASSIGNMENT: Students will study on the concept of ''School Life, Classroom Life, and Education'', focusing on the sub-themes of challenges and coping with challenges for success, graduation and future plans after school, and national days and celebrations. They will create a multimedia project, such as a video diary or a digital book, documenting a fictional student's journey through school. This journey should include their struggles with academic and social challenges, strategies they use to manage stress, and their plans and aspirations for life after graduation. Students will also incorporate reflections on how their school community celebrates national days and traditions, highlighting the role these events play in fostering unity and pride. The project should creatively show the emotional highs and lows of school life, the importance of setting goals, and the value of celebrating milestones and cultural traditions, providing a relatable and inspiring narrative. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Ön Değerlendirme Süreci YZ

Öğretmen İngilizce olarak 'What do you know about school life and education?' diye sorar. Öğrencilerden önceki yıllarda öğrendikleri boarding school, supportive, varied gibi sözcüklerden ikisini seçip bir cümle kurmaları istenir. Yanıtlarla ön bilgi düzeyi belirlenir.

Köprü Kurma YZ

Yıl başındaki tekrar programında çalışılan okul yaşamı sözcükleri ve cümle yapıları hatırlatılır. Bunların yeni temadaki sözcük ve yapıların öğrenilmesine temel olacağı belirtilir. Hafta günleri ve tatil bilgisinin Cumhuriyet Bayramı gibi milli günleri öğrenmeye katkısına değinilir.

Öğrenme-Öğretme Uygulamaları YZ

  1. Derse Giriş10 dk

    Öğretmen, sınıfı kısa ve temayla ilgisiz bir ısınma etkinliğiyle (tekerleme, bulmaca ya da küçük bir oyun) hazırlar (D1.5, V12.1, V13.4). Ardından tahtada tema başlığı gösterilir. Öğretmen, bu derste okul yaşamı, sınıf yaşamı ve eğitim temasına hazırlanılacağını, tema hikâyesinin izleneceğini İngilizce söyler.

  2. Keşfetme25 dk

    Öğretmen, okul yaşamıyla ilgili kısa bir film sahnesi ya da görsel materyal gösterir. Öğrencilerden Türkçe konuşmadan ve çeviri yapmadan okul yaşamı, sınıf yaşamı ve eğitim hakkındaki ön bilgilerini düşünerek hatırlamaları istenir (LS1, LS4) (ENG.12.1.L1.a). Öğretmenin İngilizce sorularına yanıt verilir; bilinen sözcükler kâğıda yazılıp kutuya atılır ve ipuçlarıyla önceki deneyimler arasında bağ kurulur (ENG.12.1.L1.b).

    ENG.12.1.L1ENG.12.1.L2ENG.12.1.L3ENG.12.1.L4ENG.12.1.P1
  3. Uygulama15 dk
    Etkinlik 1

    Öğrencilerden film sahnesindeki ipuçlarına ve ön bilgilerine dayanarak temanın konusu hakkında ayrıntılı tahminler yapmaları istenir (D3.8, CS2.11) (ENG.12.1.L1.c). Poster ve görseller incelenerek tahminler gerekçeleriyle ikili paylaşılır; doğrulama için tema hikâyesi beklenir (ENG.12.1.L1.d).

    ENG.12.1.L1ENG.12.1.L2ENG.12.1.L3ENG.12.1.L4ENG.12.1.P1
  4. 20 dk
    Etkinlik 2

    Öğretmen 'What is the whole content about?' diye sorar; öğrenciler tema başlığını okuyup bildikleri sözcüklerle konuyu tahmin eder, yeni sözcüklerin anlamı sorulmaz (D3.4, CS2.12) (ENG.12.1.L2.a). Giriş dijital hikâyesi bütün olarak izlenir; öğrencilerden önemli ayrıntıları ve temel ögeleri not almaları istenir (LS2, LS4) (ENG.12.1.L2.b).

    ENG.12.1.L1ENG.12.1.L2ENG.12.1.L3ENG.12.1.L4ENG.12.1.P1
  5. Sonuçlandırma10 dk

    Öğrenciler dijital hikâyeden belirledikleri ana konuyu ve bir önemli ayrıntıyı İngilizce kısa bir cümleyle paylaşır. Öğretmen, Derecelendirme Ölçeği ile öğrencilerin ana konuyu ve ayrıntıları ne ölçüde belirlediğini değerlendirir. Tahminlerin hikâyeyle ne kadar örtüştüğü sınıfça konuşulur.

    ENG.12.1.L1ENG.12.1.L2ENG.12.1.L3ENG.12.1.L4ENG.12.1.P1

Sınıf defteri: ENG.12.1.L1 Students can prepare and get ready for listening (to)/watching about…; ENG.12.1.L2 Students can bring together the information in the current content on…; ENG.12.1.L3 Students can make sense of and derive meaning from the current……

Derse Giriş YZ 10 dk

Öğretmen, sınıfı kısa ve temayla ilgisiz bir ısınma etkinliğiyle (tekerleme, bulmaca ya da küçük bir oyun) hazırlar (D1.5, V12.1, V13.4). Ardından tahtada tema başlığı gösterilir. Öğretmen, bu derste okul yaşamı, sınıf yaşamı ve eğitim temasına hazırlanılacağını, tema hikâyesinin izleneceğini İngilizce söyler.

Keşfetme YZ 25 dk

Öğretmen, okul yaşamıyla ilgili kısa bir film sahnesi ya da görsel materyal gösterir. Öğrencilerden Türkçe konuşmadan ve çeviri yapmadan okul yaşamı, sınıf yaşamı ve eğitim hakkındaki ön bilgilerini düşünerek hatırlamaları istenir (LS1, LS4) (ENG.12.1.L1.a). Öğretmenin İngilizce sorularına yanıt verilir; bilinen sözcükler kâğıda yazılıp kutuya atılır ve ipuçlarıyla önceki deneyimler arasında bağ kurulur (ENG.12.1.L1.b).

ENG.12.1.L1ENG.12.1.L2ENG.12.1.L3ENG.12.1.L4ENG.12.1.P1
Uygulama YZ 15 dk

Öğrencilerden film sahnesindeki ipuçlarına ve ön bilgilerine dayanarak temanın konusu hakkında ayrıntılı tahminler yapmaları istenir (D3.8, CS2.11) (ENG.12.1.L1.c). Poster ve görseller incelenerek tahminler gerekçeleriyle ikili paylaşılır; doğrulama için tema hikâyesi beklenir (ENG.12.1.L1.d).

ENG.12.1.L1ENG.12.1.L2ENG.12.1.L3ENG.12.1.L4ENG.12.1.P1
Uygulama YZ 20 dk

Öğretmen 'What is the whole content about?' diye sorar; öğrenciler tema başlığını okuyup bildikleri sözcüklerle konuyu tahmin eder, yeni sözcüklerin anlamı sorulmaz (D3.4, CS2.12) (ENG.12.1.L2.a). Giriş dijital hikâyesi bütün olarak izlenir; öğrencilerden önemli ayrıntıları ve temel ögeleri not almaları istenir (LS2, LS4) (ENG.12.1.L2.b).

ENG.12.1.L1ENG.12.1.L2ENG.12.1.L3ENG.12.1.L4ENG.12.1.P1
Sonuçlandırma YZ 10 dk

Öğrenciler dijital hikâyeden belirledikleri ana konuyu ve bir önemli ayrıntıyı İngilizce kısa bir cümleyle paylaşır. Öğretmen, Derecelendirme Ölçeği ile öğrencilerin ana konuyu ve ayrıntıları ne ölçüde belirlediğini değerlendirir. Tahminlerin hikâyeyle ne kadar örtüştüğü sınıfça konuşulur.

ENG.12.1.L1ENG.12.1.L2ENG.12.1.L3ENG.12.1.L4ENG.12.1.P1

Farklılaştırma MEB

ZExpansion Objective: To talk about coping strategies for challenges in English through a role-play activity by using target vocabulary and target grammar
DObjective: To help students identify and categorise challenges and coping strategies in English by using target vocabulary

Araç-Gereç ve Kaynaklar DPO

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

Öğretmen Görüşleri

BÖLÜM I

Ders
İngilizce
Sınıf
12. Sınıf
Ünite / Tema
Theme 1: School Life, Classroom Life & Education
Önerilen Süre
2 ders saati (80 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.12.1.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
a) Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully
b) Students identify significant and necessary relationships and connections between their pre-existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation)
c) Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content
d) Students make rational predictions about the current content by looking at the supplementary visual elements provided
ENG.12.1.L2 Students can bring together the information in the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
a) Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context
b) Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them
ENG.12.1.L3 Students can make sense of and derive meaning from the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
a) Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content
b) Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content
c) Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning
d) Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content
e) Students make essential inferences and deductions to understand the meaning of the generally perceived current content better
f) Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content
g) Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions
h) Students position, internalise and personalise current content in an individualised, age-appropriate and level-appropriate way
ENG.12.1.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
a) Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process
b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others
c) Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content
ENG.12.1.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' to develop holistic and conscious pronunciation skills after recognising them in context.
a) Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses
b) Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually
c) Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood
d) Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content
e) Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy
f) Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts
Öğrenme-Öğretme Yöntem ve Teknikleri

    Kullanılan Eğitim Teknolojileri, Araç ve Gereçler
    Araç-Gereç
    • Ders kitabı
    • Etkileşimli tahta
    • Poster / afiş
    • 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 Kasım2Theme 1: School Life, Classroom Life & EducationENG.12.1.R1ENG.12.1.R2ENG.12.1.R3ENG.12.1.R4ENG.12.1.V1Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        16-20 KasımAkademik Takvim 1. Dönem Ara Tatil
        #23-27 Kasım2Theme 1: School Life, Classroom Life & EducationENG.12.1.G1ENG.12.1.W1ENG.12.1.W2ENG.12.1.W3ENG.12.1.W4Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #30 Kasım - 4 Aralık2Theme 1: School Life, Classroom Life & EducationENG.12.1.W5ENG.12.1.W6ENG.12.1.W7ENG.12.1.S1ENG.12.1.S2ENG.12.1.S3ENG.12.1.S4Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #7-11 Aralık2Theme 1: School Life, Classroom Life & EducationENG.12.1.S5ENG.12.1.S6Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #14-18 Aralık2Theme 2: Personal Life & Well-beingENG.12.2.L1ENG.12.2.L2ENG.12.2.L3ENG.12.2.L4ENG.12.2.P1Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #21-25 Aralık2Theme 2: Personal Life & Well-beingENG.12.2.R1ENG.12.2.R2ENG.12.2.R3ENG.12.2.R4ENG.12.2.V1Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #28 Aralık - 1 Ocak2Theme 2: Personal Life & Well-beingENG.12.2.G1ENG.12.2.W1ENG.12.2.W2ENG.12.2.W3ENG.12.2.W4Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #4-8 Ocak2Theme 2: Personal Life & Well-beingENG.12.2.W5ENG.12.2.W6ENG.12.2.W7ENG.12.2.S1ENG.12.2.S2ENG.12.2.S3ENG.12.2.S4Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #11-15 Ocak2Theme 2: Personal Life & Well-beingENG.12.2.S5ENG.12.2.S6Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #18-22 Ocak2Theme 3: Family Life & HomeENG.12.3.L1ENG.12.3.L2ENG.12.3.L3ENG.12.3.L4ENG.12.3.P1Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        25-29 OcakAkademik Takvim Yarıyıl Tatili
        1-5 ŞubatAkademik Takvim Yarıyıl Tatili
        #8-12 Şubat2Theme 3: Family Life & HomeENG.12.3.R1ENG.12.3.R2ENG.12.3.R3ENG.12.3.R4ENG.12.3.V1Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #15-19 Şubat2Theme 3: Family Life & HomeENG.12.3.G1ENG.12.3.W1ENG.12.3.W2ENG.12.3.W3ENG.12.3.W4Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #22-26 Şubat2Theme 3: Family Life & HomeENG.12.3.W5ENG.12.3.W6ENG.12.3.W7ENG.12.3.S1ENG.12.3.S2ENG.12.3.S3ENG.12.3.S4Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #1-5 Mart2Theme 3: Family Life & HomeENG.12.3.S5ENG.12.3.S6Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        8-12 MartAkademik Takvim 2. Dönem Ara Tatil
        #15-19 Mart2Theme 4: City & Social LifeENG.12.4.L1ENG.12.4.L2ENG.12.4.L3ENG.12.4.L4ENG.12.4.P1ENG.12.4.R1Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #22-26 Mart2Theme 4: City & Social LifeENG.12.4.R2ENG.12.4.R3ENG.12.4.R4ENG.12.4.V1ENG.12.4.G1Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #29 Mart - 2 Nisan2Theme 4: City & Social LifeENG.12.4.W1ENG.12.4.W2ENG.12.4.W3ENG.12.4.W4ENG.12.4.W5ENG.12.4.W6ENG.12.4.W7ENG.12.4.S1ENG.12.4.S2ENG.12.4.S3Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #5-9 Nisan2Theme 4: City & Social LifeENG.12.4.S4ENG.12.4.S5ENG.12.4.S6Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #12-16 Nisan2Theme 5: Life in the Cultural and Natural WorldENG.12.5.L1ENG.12.5.L2ENG.12.5.L3ENG.12.5.L4ENG.12.5.P1ENG.12.5.R1Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #19-23 Nisan2Theme 5: Life in the Cultural and Natural WorldENG.12.5.R2ENG.12.5.R3ENG.12.5.R4ENG.12.5.V1ENG.12.5.G1Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #26-30 Nisan2Theme 5: Life in the Cultural and Natural WorldENG.12.5.W1ENG.12.5.W2ENG.12.5.W3ENG.12.5.W4ENG.12.5.W5ENG.12.5.W6ENG.12.5.W7ENG.12.5.S1ENG.12.5.S2ENG.12.5.S3Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #3-7 Mayıs2Theme 5: Life in the Cultural and Natural WorldENG.12.5.S4ENG.12.5.S5ENG.12.5.S6Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #10-14 Mayıs2Theme 6: Life in the Universe & FutureENG.12.6.L1ENG.12.6.L2ENG.12.6.L3ENG.12.6.L4ENG.12.6.P1ENG.12.6.R1Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #17-21 Mayıs2Theme 6: Life in the Universe & FutureENG.12.6.R2ENG.12.6.R3ENG.12.6.R4ENG.12.6.V1ENG.12.6.G1Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #24-28 Mayıs2Theme 6: Life in the Universe & FutureENG.12.6.W1ENG.12.6.W2ENG.12.6.W3ENG.12.6.W4ENG.12.6.W5ENG.12.6.W6ENG.12.6.W7ENG.12.6.S1ENG.12.6.S2ENG.12.6.S3Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #31 Mayıs - 4 Haziran2Theme 6: Life in the Universe & FutureENG.12.6.S4ENG.12.6.S5ENG.12.6.S6Derecelendirme Ölçeği, Dereceli Puanlama AnahtarıDolu
        #7-11 Haziran2EvaluationYazılı Sınav, Performans GöreviBoş
        #14-18 Haziran2EvaluationYazılı Sınav, Performans GöreviBoş
        #21-25 Haziran2Sosyal EtkinlikSosyal EtkinlikOkul temelli planlama kapsamında sosyal etkinlik haftasıBoş Sosyal Etkinlik

        12. Sınıf İngilizce Günlük Planı — Kaynaklar ve İçerik

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

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

          Üniteler ve Konular

          1. Orientation (8 ders saati)

          2. Revision Programme (20 ders saati)

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

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

          • Theme 1: School Life, Classroom Life & Education
            • ENG.12.1.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
            • ENG.12.1.L2 Students can bring together the information in the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
            • ENG.12.1.L3 Students can make sense of and derive meaning from the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
            • ENG.12.1.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
            • ENG.12.1.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' to develop holistic and conscious pronunciation skills after recognising them in context.
            • ENG.12.1.R1 Students can prepare for reading the content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' efficiently and effectively.
            • ENG.12.1.R2 Students can bring information together about the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' through skimming, scanning and detailed reading.
            • ENG.12.1.R3 Students can make sense of and derive meaning from the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
            • ENG.12.1.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
            • ENG.12.1.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
            • ENG.12.1.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
            • ENG.12.1.W1 Students can prepare for writing efficiently and accurately based on the current content about ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
            • ENG.12.1.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
            • ENG.12.1.W3 Students can construct new written content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' based on their understanding of the model(s) provided.
            • ENG.12.1.W4 Students can practise producing written content based on the current theme ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
            • ENG.12.1.W5 Students can engage in the process of writing related to the content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
            • ENG.12.1.W6 Students can reconstruct their writing about the current theme on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' to communicate effectively about it.
            • ENG.12.1.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
            • ENG.12.1.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
            • ENG.12.1.S2 Students can analyse and understand the model content related to ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' to support the production of spoken language.
            • ENG.12.1.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations''.
            • ENG.12.1.S4 Students can construct meaningful spoken content about ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' through efficient and meaningful practice.
            • ENG.12.1.S5 Students can reconstruct the information about ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' when communicating with others.
            • ENG.12.1.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''school life, classroom life, and education with challenges and coping with challenges for success; graduation and future plans after school; national days and celebrations'' in relation to themselves or others, both individually and/or with others.

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

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

          • Theme 2: Personal Life & Well-being
            • ENG.12.2.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
            • ENG.12.2.L2 Students can bring together the information in the current content on ''personal life and wellbeing with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
            • ENG.12.2.L3 Students can make sense of and derive meaning from the current content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
            • ENG.12.2.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' in relation to themselves or others, both individually and/or with others.
            • ENG.12.2.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''personal life and well-being with providing personal wellbeing through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' to develop holistic and conscious pronunciation skills after recognising them in context.
            • ENG.12.2.R1 Students can prepare for reading the content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' efficiently and effectively.
            • ENG.12.2.R2 Students can bring information together about the current content on ''personal life and wellbeing with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' through skimming, scanning and detailed reading.
            • ENG.12.2.R3 Students can make sense of and derive meaning from the current content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
            • ENG.12.2.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' in relation to themselves or others, both individually and/or with others.
            • ENG.12.2.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
            • ENG.12.2.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
            • ENG.12.2.W1 Students can prepare for writing efficiently and accurately based on the current content about ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
            • ENG.12.2.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''personal life and well-being with providing personal wellbeing through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
            • ENG.12.2.W3 Students can construct new written content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' based on their understanding of the model(s) provided.
            • ENG.12.2.W4 Students can practise producing written content based on the current theme ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
            • ENG.12.2.W5 Students can engage in the process of writing related to the content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
            • ENG.12.2.W6 Students can reconstruct their writing about the current theme on ''personal life and wellbeing with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' to communicate effectively about it.
            • ENG.12.2.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''personal life and well-being with providing personal wellbeing through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' in relation to themselves or others, both individually and/or with others.
            • ENG.12.2.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
            • ENG.12.2.S2 Students can analyse and understand the model content related to ''personal life and wellbeing with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' to support the production of spoken language.
            • ENG.12.2.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)''.
            • ENG.12.2.S4 Students can construct meaningful spoken content about ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' through efficient and meaningful practice.
            • ENG.12.2.S5 Students can reconstruct the information about ''personal life and well-being with providing personal well-being through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' when communicating with others.
            • ENG.12.2.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life and well-being with providing personal wellbeing through social health; providing personal well-being with economic stability (fashion addicts, shopaholics)'' in relation to themselves or others, both individually and/or with others.

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

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

          • Theme 3: Family Life & Home
            • ENG.12.3.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''family life and home with the impact of technology on family life; the relationships between the family and community''.
            • ENG.12.3.L2 Students can bring together the information in the current content on ''family life and home with the impact of technology on family life; the relationships between the family and community''.
            • ENG.12.3.L3 Students can make sense of and derive meaning from the current content on ''family life and home with the impact of technology on family life; the relationships between the family and community''.
            • ENG.12.3.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''family life and home with the impact of technology on family life; the relationships between the family and community'' in relation to themselves or others, both individually and/or with others.
            • ENG.12.3.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''family life and home with the impact of technology on family life; the relationships between the family and community'' to develop holistic and conscious pronunciation skills after recognising them in context.
            • ENG.12.3.R1 Students can prepare for reading the content on ''family life and home with the impact of technology on family life; the relationships between the family and community'' efficiently and effectively.
            • ENG.12.3.R2 Students can bring information together about the current content on ''family life and home with the impact of technology on family life; the relationships between the family and community'' through skimming, scanning and detailed reading.
            • ENG.12.3.R3 Students can make sense of and derive meaning from the current content on ''family life and home with the impact of technology on family life; the relationships between the family and community''.
            • ENG.12.3.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''family life and home with the impact of technology on family life; the relationships between the family and community'' in relation to themselves or others, both individually and/or with others.
            • ENG.12.3.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''family life and home with the impact of technology on family life; the relationships between the family and community'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
            • ENG.12.3.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''family life and home with the impact of technology on family life; the relationships between the family and community'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
            • ENG.12.3.W1 Students can prepare for writing efficiently and accurately based on the current content about ''family life and home with the impact of technology on family life; the relationships between the family and community''.
            • ENG.12.3.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''family life and home with the impact of technology on family life; the relationships between the family and community''.
            • ENG.12.3.W3 Students can construct new written content on ''family life and home with the impact of technology on family life; the relationships between the family and community'' based on their understanding of the model(s) provided.
            • ENG.12.3.W4 Students can practise producing written content based on the current theme ''family life and home with the impact of technology on family life; the relationships between the family and community''.
            • ENG.12.3.W5 Students can engage in the process of writing related to the content on ''family life and home with the impact of technology on family life; the relationships between the family and community''.
            • ENG.12.3.W6 Students can reconstruct their writing about the current theme on ''family life and home with the impact of technology on family life; the relationships between the family and community'' to communicate effectively about it.
            • ENG.12.3.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''family life and home with the impact of technology on family life; the relationships between the family and community'' in relation to themselves or others, both individually and/or with others.
            • ENG.12.3.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''family life and home with the impact of technology on family life; the relationships between the family and community''.
            • ENG.12.3.S2 Students can analyse and understand the model content related to ''family life and home with the impact of technology on family life; the relationships between the family and community'' to support the production of spoken language.
            • ENG.12.3.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''family life and home with the impact of technology on family life; the relationships between the family and community''.
            • ENG.12.3.S4 Students can construct meaningful spoken content about ''family life and home with the impact of technology on family life; the relationships between the family and community'' through efficient and meaningful practice.
            • ENG.12.3.S5 Students can reconstruct the information about ''family life and home with the impact of technology on family life; the relationships between the family and community'' when communicating with others.
            • ENG.12.3.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''family life and home with the impact of technology on family life; the relationships between the family and community'' in relation to themselves or others, both individually and/or with others.

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

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

          • Theme 4: City & Social Life
            • ENG.12.4.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions''.
            • ENG.12.4.L2 Students can bring together the information in the current content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions''.
            • ENG.12.4.L3 Students can make sense of and derive meaning from the current content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions''.
            • ENG.12.4.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'' in relation to themselves or others, both individually and/or with others.
            • ENG.12.4.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'' to develop holistic and conscious pronunciation skills after recognising them in context.
            • ENG.12.4.R1 Students can prepare for reading the content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'' efficiently and effectively.
            • ENG.12.4.R2 Students can bring information together about the current content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'' through skimming, scanning and detailed reading.
            • ENG.12.4.R3 Students can make sense of and derive meaning from the current content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions''.
            • ENG.12.4.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'' in relation to themselves or others, both individually and/or with others.
            • ENG.12.4.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
            • ENG.12.4.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
            • ENG.12.4.W1 Students can prepare for writing efficiently and accurately based on the current content about ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions''.
            • ENG.12.4.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions''.
            • ENG.12.4.W3 Students can construct new written content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'' based on their understanding of the model(s) provided.
            • ENG.12.4.W4 Students can practise producing written content based on the current theme ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions''.
            • ENG.12.4.W5 Students can engage in the process of writing related to the content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions''.
            • ENG.12.4.W6 Students can reconstruct their writing about the current theme on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'' to communicate effectively about it.
            • ENG.12.4.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'' in relation to themselves or others, both individually and/or with others.
            • ENG.12.4.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions''.
            • ENG.12.4.S2 Students can analyse and understand the model content related to ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'' to support the production of spoken language.
            • ENG.12.4.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions''.
            • ENG.12.4.S4 Students can construct meaningful spoken content about ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'' through efficient and meaningful practice.
            • ENG.12.4.S5 Students can reconstruct the information about ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'' when communicating with others.
            • ENG.12.4.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''city and social life with different communities and lifestyles in the rural areas and cities; problems related to infrastructure and planning in the city and solutions'' in relation to themselves or others, both individually and/or with others.

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

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

          • Theme 5: Life in the Cultural and Natural World
            • ENG.12.5.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change''.
            • ENG.12.5.L2 Students can bring together the information in the current content on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change''.
            • ENG.12.5.L3 Students can make sense of and derive meaning from the current content on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change''.
            • ENG.12.5.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'' in relation to themselves or others, both individually and/or with others.
            • ENG.12.5.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'' to develop holistic and conscious pronunciation skills after recognising them in context.
            • ENG.12.5.R1 Students can prepare for reading the content on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'' efficiently and effectively.
            • ENG.12.5.R2 Students can bring information together about the current content on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'' through skimming, scanning and detailed reading.
            • ENG.12.5.R3 Students can make sense of and derive meaning from the current content on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change''.
            • ENG.12.5.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'' in relation to themselves or others, both individually and/or with others.
            • ENG.12.5.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
            • ENG.12.5.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousnessraising and discovery.
            • ENG.12.5.W1 Students can prepare for writing efficiently and accurately based on the current content about ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change''.
            • ENG.12.5.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change''.
            • ENG.12.5.W3 Students can construct new written content on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'' based on their understanding of the model(s) provided.
            • ENG.12.5.W4 Students can practise producing written content based on the current theme ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change''.
            • ENG.12.5.W5 Students can engage in the process of writing related to the content on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change''.
            • ENG.12.5.W6 Students can reconstruct their writing about the current theme on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'' to communicate effectively about it.
            • ENG.12.5.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'' in relation to themselves or others, both individually and/or with others.
            • ENG.12.5.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change''.
            • ENG.12.5.S2 Students can analyse and understand the model content related to ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'' to support the production of spoken language.
            • ENG.12.5.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change''.
            • ENG.12.5.S4 Students can construct meaningful spoken content about ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'' through efficient and meaningful practice.
            • ENG.12.5.S5 Students can reconstruct the information about ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'' when communicating with others.
            • ENG.12.5.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the cultural and natural world with stereotypes and cultural diversity in the world; gaining awareness on climate change'' in relation to themselves or others, both individually and/or with others.

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

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

          • Theme 6: Life in the Universe & Future
            • ENG.12.6.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''life in the universe and future with space organisations; plans and aspirations for the future''.
            • ENG.12.6.L2 Students can bring together the information in the current content on ''life in the universe and future with space organisations; plans and aspirations for the future''.
            • ENG.12.6.L3 Students can make sense of and derive meaning from the current content on ''life in the universe and future with space organisations; plans and aspirations for the future''.
            • ENG.12.6.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the universe and future with space organisations; plans and aspirations for the future'' in relation to themselves or others, both individually and/or with others.
            • ENG.12.6.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the universe and future with space organisations; plans and aspirations for the future'' to develop holistic and conscious pronunciation skills after recognising them in context.
            • ENG.12.6.R1 Students can prepare for reading the content on ''life in the universe and future with space organisations; plans and aspirations for the future'' efficiently and effectively.
            • ENG.12.6.R2 Students can bring information together about the current content on ''life in the universe and future with space organisations; plans and aspirations for the future'' through skimming, scanning and detailed reading.
            • ENG.12.6.R3 Students can make sense of and derive meaning from the current content on ''life in the universe and future with space organisations; plans and aspirations for the future''.
            • ENG.12.6.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the universe and future with space organisations; plans and aspirations for the future'' in relation to themselves or others, both individually and/or with others.
            • ENG.12.6.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the universe and future with space organisations; plans and aspirations for the future'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
            • ENG.12.6.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the universe and future with space organisations; plans and aspirations for the future'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
            • ENG.12.6.W1 Students can prepare for writing efficiently and accurately based on the current content about ''life in the universe and future with space organisations; plans and aspirations for the future''.
            • ENG.12.6.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the universe and future with space organisations; plans and aspirations for the future''.
            • ENG.12.6.W3 Students can construct new written content on ''life in the universe and future with space organisations; plans and aspirations for the future'' based on their understanding of the model(s) provided.
            • ENG.12.6.W4 Students can practise producing written content based on the current theme ''life in the universe and future with space organisations; plans and aspirations for the future''.
            • ENG.12.6.W5 Students can engage in the process of writing related to the content on ''life in the universe and future with space organisations; plans and aspirations for the future''.
            • ENG.12.6.W6 Students can reconstruct their writing about the current theme on ''life in the universe and future with space organisations; plans and aspirations for the future'' to communicate effectively about it.
            • ENG.12.6.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the universe and future with space organisations; plans and aspirations for the future'' in relation to themselves or others, both individually and/or with others.
            • ENG.12.6.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the universe and future with space organisations; plans and aspirations for the future''.
            • ENG.12.6.S2 Students can analyse and understand the model content related to ''life in the universe and future with space organisations; plans and aspirations for the future'' to support the production of spoken language.
            • ENG.12.6.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''life in the universe and future with space organisations; plans and aspirations for the future''.
            • ENG.12.6.S4 Students can construct meaningful spoken content about ''life in the universe and future with space organisations; plans and aspirations for the future'' through efficient and meaningful practice.
            • ENG.12.6.S5 Students can reconstruct the information about ''life in the universe and future with space organisations; plans and aspirations for the future'' when communicating with others.
            • ENG.12.6.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the universe and future with space organisations; plans and aspirations for the future'' in relation to themselves or others, both individually and/or with others.

          9. Evaluation (8 ders saati)

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