Doğru Plan Oluşturucu
İngilizce Yıllık Plan

T.C. MİLLİ EĞİTİM BAKANLIĞI
.......... OKUL SEÇ ..........
2026-2027 EĞİTİM ÖĞRETİM YILI 9. 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 Eylül4OrientationYazılı Sınav, Performans GöreviBoş
#21-25 Eylül4Revision ProgrammeYazılı Sınav, Performans GöreviBoş
#28 Eylül - 2 Ekim4Revision ProgrammeYazılı Sınav, Performans GöreviBoş
#5-9 Ekim4Revision ProgrammeYazılı Sınav, Performans GöreviBoş
#12-16 Ekim4Revision ProgrammeYazılı Sınav, Performans GöreviBoş
#19-23 Ekim4Theme 1: School LifeENG.9.1.L1ENG.9.1.L2ENG.9.1.L3ENG.9.1.L4ENG.9.1.P1ENG.9.1.R1Dereceli Puanlama Anahtarı, Performans GöreviDolu
#26-30 Ekim4Theme 1: School LifeENG.9.1.R2ENG.9.1.R3ENG.9.1.R4ENG.9.1.V1ENG.9.1.G1Dereceli Puanlama Anahtarı, Performans GöreviDolu
#2-6 Kasım4Theme 1: School LifeENG.9.1.W1ENG.9.1.W2ENG.9.1.W3ENG.9.1.W4ENG.9.1.W5ENG.9.1.W6ENG.9.1.W7ENG.9.1.S1ENG.9.1.S2ENG.9.1.S3Dereceli Puanlama Anahtarı, Performans GöreviDolu

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

Ders
İngilizce
Sınıf
9. Sınıf
Tema / Ünite
Theme 1: School Life
Süre
4 ders saati (160 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.9.1.W1 Students can prepare for writing efficiently and accurately based on the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
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.9.1.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
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.9.1.W3 Students can construct new written content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' based on their understanding of the 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.9.1.W4 Students can practise producing written content based on the current theme ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
a) Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriate 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.9.1.W5 Students can engage in the process of writing related to the content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
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.9.1.W6 Students can reconstruct their writing about the current theme on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' to communicate effectively about it.
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.9.1.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
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.9.1.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
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.9.1.S2 Students can analyse and understand the model content related to ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' to support the production of spoken language.
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.9.1.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
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-written 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 metindeki dolaylı ipuçlarından okul yaşamı ve başkentlerle ilgili kelimelerin anlamını çıkarır, görsel ve nesnelerle doğrular.

Anahtar Kavramlar MEB

School lifestudents of different backgroundscountriesnationalities from different parts of the worldstudents who speak different languagescapitalstourist attractions and tourist activitiesnational dayscelebrations

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 BecerileriLS1LS2LS3LS4LS5LS6LS7LS9
Disiplinler Arası İlişkilerTurkish Language and LiteratureMathsPhysical Education and SportsVisual ArtsMusicInformation Technologies and Software (IT)CounsellingReligious Culture and Moral KnowledgeAtatürk’s Principles and History of Revolution
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 9 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, Physical Education and Sports, Visual Arts, Music, Information Technologies and Software (IT), Counselling, Religious Culture and Moral Knowledge, Atatürk’s Principles and History of Revolution ders(ler)i ile ilişkilendirilir.

Öğrenme Kanıtları (Ölçme ve Değerlendirme) MEB

  • Dereceli Puanlama Anahtarı
  • Performans Görevi

Temel Kabuller DPO

Önceki haftaların çıktıları (ENG.9.1.R2, ENG.9.1.R3, ENG.9.1.R4, ENG.9.1.V1, ENG.9.1.G1) edinilmiş kabul edilir.

Ön Değerlendirme Süreci YZ

Öğrencilerden bildikleri ülke, uyruk ve dil adlarını eşlerine İngilizce söylemeleri istenir. Öğretmen etkileşimli tahtada okul ve başkentlerle ilgili birkaç görsel gösterir; öğrenciler görseldeki sözcüğü ya da kısa bir cümleyi İngilizce söyler.

Köprü Kurma YZ

Önceki temalarda öğrenilen sözcükler ve cümle yapıları, bu haftaki okul hayatı temasının yazma çalışmasında yeniden kullanılır. Böylece öğrenciler bildiklerinden yola çıkarak farklı ülkelerden akranlarına okullarını ve ülkelerini tanıtan bir metin hazırlamaya başlar.

Öğrenme-Öğretme Uygulamaları YZ

  1. Derse Giriş15 dk

    Öğretmen etkileşimli tahtada farklı ülkelerden öğrencilerin okul hayatını yansıtan görselleri ve dijital içerikten kısa bir bölümü gösterir. Öğrencilerden gördükleri ülke, başkent, turistik yer ve ulusal bayramla ilgili bildiklerini eşlerine İngilizce söylemeleri istenir. Haftada okul hayatı temasında bir yazma görevi hazırlanacağı açıklanır.

  2. Keşfetme15 dk
    Etkinlik 1

    Eşler hâlinde dijital içerikteki tanıtım öyküsü izlenir; okul hayatıyla ilgili sözcüklerin anlamına dair dolaylı ipuçları (indirect clues) listelenerek önceki dinleme, izleme ve okuma deneyimleriyle ilişkilendirilir (D3.5, SELS2.2) (ENG.9.1.W1.a). Gerçek nesne ve görsellerle (realia) ön bilgiler harekete geçirilir; öğretmen yönergeleriyle yazma görevinin içerik ve amacının ne gerektirdiği belirlenir (D3.6, LS5) (ENG.9.1.W1.b).

    ENG.9.1.W1ENG.9.1.W2ENG.9.1.W3ENG.9.1.W4ENG.9.1.W5ENG.9.1.W6ENG.9.1.W7ENG.9.1.S1ENG.9.1.S2ENG.9.1.S3
  3. 15 dk
    Etkinlik 2

    Ders kitabındaki ve dijital içerikteki örnek metin (model) okunur; eşler hâlinde sözcük seçimi, dil bilgisi yapıları, metin türü ve üslup incelenerek modelin temel bileşenleri belirlenir (D3.2, CS2.4) (ENG.9.1.W2.a). Sınıfça iş birliğiyle tartışılarak yeni yazma görevi için fikirler üretilir ve paylaşılır (SELS2.2) (ENG.9.1.W3.a).

    ENG.9.1.W1ENG.9.1.W2ENG.9.1.W3ENG.9.1.W4ENG.9.1.W5ENG.9.1.W6ENG.9.1.W7ENG.9.1.S1ENG.9.1.S2ENG.9.1.S3
  4. 20 dk
    Etkinlik 3

    Beyin fırtınasında üretilen fikirlerin yazma görevinde nasıl kullanılacağı eşlerle planlanır (SELS3.2) (ENG.9.1.W3.b). Ders kitabı ve dijital içerikten, yazma türüne, yaşa ve dil düzeyine uygun bilgiler taranarak ülkeler, başkentler, turistik yerler ve ulusal bayramlar hakkında ön araştırma notları alınır (CS2.6) (ENG.9.1.W3.c).

    ENG.9.1.W1ENG.9.1.W2ENG.9.1.W3ENG.9.1.W4ENG.9.1.W5ENG.9.1.W6ENG.9.1.W7ENG.9.1.S1ENG.9.1.S2ENG.9.1.S3
  5. Uygulama20 dk
    Etkinlik 1

    Plan ve notlardan yararlanılarak yaşa ve dil düzeyine uygun, düzenli ve ayrıntılı bir ilk taslak yazılır (ENG.9.1.W3.d). Taslağa uygun bağlamsal materyaller (görseller, hedef sözcük listesi) düzenlenir; kişisel sözlüklere tanım ya da örnek cümle yazılarak materyaller geliştirilir (D1.2, D1.6) (ENG.9.1.W3.e).

    ENG.9.1.W1ENG.9.1.W2ENG.9.1.W3ENG.9.1.W4ENG.9.1.W5ENG.9.1.W6ENG.9.1.W7ENG.9.1.S1ENG.9.1.S2ENG.9.1.S3
  6. 15 dk
    Etkinlik 2

    Taslak, belirlenen yazma türüne uygun, tutarlı ve anlamlı olacak biçimde yeniden düzenlenir (CS2.20) (ENG.9.1.W3.f). Yazma türüne ve dil düzeyine uygun destekleyici materyaller (görsel, sözcük listesi) metne eklenir (D3.6) (ENG.9.1.W4.a).

    ENG.9.1.W1ENG.9.1.W2ENG.9.1.W3ENG.9.1.W4ENG.9.1.W5ENG.9.1.W6ENG.9.1.W7ENG.9.1.S1ENG.9.1.S2ENG.9.1.S3
  7. 20 dk
    Etkinlik 3

    Yazma türüne uygun söylem biçimleri, üslup ve stratejiler seçilerek metin sürdürülür (ENG.9.1.W4.b). Öğretmenin tahtaya yazdığı örnek cümleler incelenir; eşler benzer yapıları bulup ortak özellikleri listeler ve hedef sözcükler ile dil bilgisi yapıları metinde doğru kullanılır (SELS2.2, CS2.7) (ENG.9.1.W4.c).

    ENG.9.1.W1ENG.9.1.W2ENG.9.1.W3ENG.9.1.W4ENG.9.1.W5ENG.9.1.W6ENG.9.1.W7ENG.9.1.S1ENG.9.1.S2ENG.9.1.S3
  8. 15 dk
    Etkinlik 4

    Metin, iletinin okuyucuya açık biçimde aktarılacağı şekilde tamamlanır (ENG.9.1.W4.d). Metinler eşlerle değiştirilir; öğretmenden ve akranlardan gelen geri bildirimler eleştirel biçimde incelenir (D2.1, D2.4, V6.1) (ENG.9.1.W5.a).

    ENG.9.1.W1ENG.9.1.W2ENG.9.1.W3ENG.9.1.W4ENG.9.1.W5ENG.9.1.W6ENG.9.1.W7ENG.9.1.S1ENG.9.1.S2ENG.9.1.S3
  9. Sonuçlandırma25 dk

    Öğrenciler aldıkları geri bildirimlere göre metinlerinin içeriğini yeniden düzenler (ENG.9.1.W5.b). Yinelemeli geri bildirim sürecinde metinler geliştirilerek son hâline getirilir (ENG.9.1.W5.c). Son metin Performans Görevi olarak teslim edilir ve Dereceli Puanlama Anahtarı ile değerlendirilir.

    ENG.9.1.W1ENG.9.1.W2ENG.9.1.W3ENG.9.1.W4ENG.9.1.W5ENG.9.1.W6ENG.9.1.W7ENG.9.1.S1ENG.9.1.S2ENG.9.1.S3

Sınıf defteri: ENG.9.1.W1 Students can prepare for writing efficiently and accurately based on…; ENG.9.1.W2 Students can analyse and understand a provided model to guide them in…; ENG.9.1.W3 Students can construct new written content on ''school life with……

Derse Giriş YZ 15 dk

Öğretmen etkileşimli tahtada farklı ülkelerden öğrencilerin okul hayatını yansıtan görselleri ve dijital içerikten kısa bir bölümü gösterir. Öğrencilerden gördükleri ülke, başkent, turistik yer ve ulusal bayramla ilgili bildiklerini eşlerine İngilizce söylemeleri istenir. Haftada okul hayatı temasında bir yazma görevi hazırlanacağı açıklanır.

Keşfetme YZ 15 dk

Eşler hâlinde dijital içerikteki tanıtım öyküsü izlenir; okul hayatıyla ilgili sözcüklerin anlamına dair dolaylı ipuçları (indirect clues) listelenerek önceki dinleme, izleme ve okuma deneyimleriyle ilişkilendirilir (D3.5, SELS2.2) (ENG.9.1.W1.a). Gerçek nesne ve görsellerle (realia) ön bilgiler harekete geçirilir; öğretmen yönergeleriyle yazma görevinin içerik ve amacının ne gerektirdiği belirlenir (D3.6, LS5) (ENG.9.1.W1.b).

ENG.9.1.W1ENG.9.1.W2ENG.9.1.W3ENG.9.1.W4ENG.9.1.W5ENG.9.1.W6ENG.9.1.W7ENG.9.1.S1ENG.9.1.S2ENG.9.1.S3
Keşfetme YZ 15 dk

Ders kitabındaki ve dijital içerikteki örnek metin (model) okunur; eşler hâlinde sözcük seçimi, dil bilgisi yapıları, metin türü ve üslup incelenerek modelin temel bileşenleri belirlenir (D3.2, CS2.4) (ENG.9.1.W2.a). Sınıfça iş birliğiyle tartışılarak yeni yazma görevi için fikirler üretilir ve paylaşılır (SELS2.2) (ENG.9.1.W3.a).

ENG.9.1.W1ENG.9.1.W2ENG.9.1.W3ENG.9.1.W4ENG.9.1.W5ENG.9.1.W6ENG.9.1.W7ENG.9.1.S1ENG.9.1.S2ENG.9.1.S3
Keşfetme YZ 20 dk

Beyin fırtınasında üretilen fikirlerin yazma görevinde nasıl kullanılacağı eşlerle planlanır (SELS3.2) (ENG.9.1.W3.b). Ders kitabı ve dijital içerikten, yazma türüne, yaşa ve dil düzeyine uygun bilgiler taranarak ülkeler, başkentler, turistik yerler ve ulusal bayramlar hakkında ön araştırma notları alınır (CS2.6) (ENG.9.1.W3.c).

ENG.9.1.W1ENG.9.1.W2ENG.9.1.W3ENG.9.1.W4ENG.9.1.W5ENG.9.1.W6ENG.9.1.W7ENG.9.1.S1ENG.9.1.S2ENG.9.1.S3
Uygulama YZ 20 dk

Plan ve notlardan yararlanılarak yaşa ve dil düzeyine uygun, düzenli ve ayrıntılı bir ilk taslak yazılır (ENG.9.1.W3.d). Taslağa uygun bağlamsal materyaller (görseller, hedef sözcük listesi) düzenlenir; kişisel sözlüklere tanım ya da örnek cümle yazılarak materyaller geliştirilir (D1.2, D1.6) (ENG.9.1.W3.e).

ENG.9.1.W1ENG.9.1.W2ENG.9.1.W3ENG.9.1.W4ENG.9.1.W5ENG.9.1.W6ENG.9.1.W7ENG.9.1.S1ENG.9.1.S2ENG.9.1.S3
Uygulama YZ 15 dk

Taslak, belirlenen yazma türüne uygun, tutarlı ve anlamlı olacak biçimde yeniden düzenlenir (CS2.20) (ENG.9.1.W3.f). Yazma türüne ve dil düzeyine uygun destekleyici materyaller (görsel, sözcük listesi) metne eklenir (D3.6) (ENG.9.1.W4.a).

ENG.9.1.W1ENG.9.1.W2ENG.9.1.W3ENG.9.1.W4ENG.9.1.W5ENG.9.1.W6ENG.9.1.W7ENG.9.1.S1ENG.9.1.S2ENG.9.1.S3
Uygulama YZ 20 dk

Yazma türüne uygun söylem biçimleri, üslup ve stratejiler seçilerek metin sürdürülür (ENG.9.1.W4.b). Öğretmenin tahtaya yazdığı örnek cümleler incelenir; eşler benzer yapıları bulup ortak özellikleri listeler ve hedef sözcükler ile dil bilgisi yapıları metinde doğru kullanılır (SELS2.2, CS2.7) (ENG.9.1.W4.c).

ENG.9.1.W1ENG.9.1.W2ENG.9.1.W3ENG.9.1.W4ENG.9.1.W5ENG.9.1.W6ENG.9.1.W7ENG.9.1.S1ENG.9.1.S2ENG.9.1.S3
Uygulama YZ 15 dk

Metin, iletinin okuyucuya açık biçimde aktarılacağı şekilde tamamlanır (ENG.9.1.W4.d). Metinler eşlerle değiştirilir; öğretmenden ve akranlardan gelen geri bildirimler eleştirel biçimde incelenir (D2.1, D2.4, V6.1) (ENG.9.1.W5.a).

ENG.9.1.W1ENG.9.1.W2ENG.9.1.W3ENG.9.1.W4ENG.9.1.W5ENG.9.1.W6ENG.9.1.W7ENG.9.1.S1ENG.9.1.S2ENG.9.1.S3
Sonuçlandırma YZ 25 dk

Öğrenciler aldıkları geri bildirimlere göre metinlerinin içeriğini yeniden düzenler (ENG.9.1.W5.b). Yinelemeli geri bildirim sürecinde metinler geliştirilerek son hâline getirilir (ENG.9.1.W5.c). Son metin Performans Görevi olarak teslim edilir ve Dereceli Puanlama Anahtarı ile değerlendirilir.

ENG.9.1.W1ENG.9.1.W2ENG.9.1.W3ENG.9.1.W4ENG.9.1.W5ENG.9.1.W6ENG.9.1.W7ENG.9.1.S1ENG.9.1.S2ENG.9.1.S3

Farklılaştırma MEB

ZOne student takes the first part of the passage, while the other student takes the second part
DThe first category contains countries, and the second category contains languages

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
9. Sınıf
Ünite / Tema
Theme 1: School Life
Önerilen Süre
4 ders saati (160 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.9.1.W1 Students can prepare for writing efficiently and accurately based on the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
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.9.1.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
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.9.1.W3 Students can construct new written content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' based on their understanding of the 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.9.1.W4 Students can practise producing written content based on the current theme ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
a) Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriate 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.9.1.W5 Students can engage in the process of writing related to the content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
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.9.1.W6 Students can reconstruct their writing about the current theme on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' to communicate effectively about it.
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.9.1.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
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.9.1.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
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.9.1.S2 Students can analyse and understand the model content related to ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' to support the production of spoken language.
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.9.1.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
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-written 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
    • 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 Kasım4Theme 1: School LifeENG.9.1.S4ENG.9.1.S5ENG.9.1.S6Dereceli Puanlama Anahtarı, Performans GöreviDolu
        16-20 KasımAkademik Takvim 1. Dönem Ara Tatil
        #23-27 Kasım4Theme 2: Classroom LifeENG.9.2.L1ENG.9.2.L2ENG.9.2.L3ENG.9.2.L4ENG.9.2.P1ENG.9.2.R1Dereceli Puanlama Anahtarı, Performans GöreviDolu
        #30 Kasım - 4 Aralık4Theme 2: Classroom LifeENG.9.2.R2ENG.9.2.R3ENG.9.2.R4ENG.9.2.V1ENG.9.2.G1Dereceli Puanlama Anahtarı, Performans GöreviDolu
        #7-11 Aralık4Theme 2: Classroom LifeENG.9.2.W1ENG.9.2.W2ENG.9.2.W3ENG.9.2.W4ENG.9.2.W5ENG.9.2.W6ENG.9.2.W7ENG.9.2.S1ENG.9.2.S2ENG.9.2.S3Dereceli Puanlama Anahtarı, Performans GöreviDolu
        #14-18 Aralık4Theme 2: Classroom LifeENG.9.2.S4ENG.9.2.S5ENG.9.2.S6Dereceli Puanlama Anahtarı, Performans GöreviDolu
        #21-25 Aralık4Theme 3: Personal Life: Physical Appearance & PersonalityENG.9.3.L1ENG.9.3.L2ENG.9.3.L3ENG.9.3.L4ENG.9.3.P1ENG.9.3.R1Performans GöreviDolu
        #28 Aralık - 1 Ocak4Theme 3: Personal Life: Physical Appearance & PersonalityENG.9.3.R2ENG.9.3.R3ENG.9.3.R4ENG.9.3.V1ENG.9.3.G1Performans GöreviDolu
        #4-8 Ocak4Theme 3: Personal Life: Physical Appearance & PersonalityENG.9.3.W1ENG.9.3.W2ENG.9.3.W3ENG.9.3.W4ENG.9.3.W5ENG.9.3.W6ENG.9.3.W7ENG.9.3.S1ENG.9.3.S2ENG.9.3.S3Performans GöreviDolu
        #11-15 Ocak4Theme 3: Personal Life: Physical Appearance & PersonalityENG.9.3.S4ENG.9.3.S5ENG.9.3.S6Performans GöreviDolu
        #18-22 Ocak4Theme 4: Family LifeENG.9.4.L1ENG.9.4.L2ENG.9.4.L3ENG.9.4.L4ENG.9.4.P1ENG.9.4.R1Dereceli Puanlama Anahtarı, Performans GöreviDolu
        25-29 OcakAkademik Takvim Yarıyıl Tatili
        1-5 ŞubatAkademik Takvim Yarıyıl Tatili
        #8-12 Şubat4Theme 4: Family LifeENG.9.4.R2ENG.9.4.R3ENG.9.4.R4ENG.9.4.V1ENG.9.4.G1Dereceli Puanlama Anahtarı, Performans GöreviDolu
        #15-19 Şubat4Theme 4: Family LifeENG.9.4.W1ENG.9.4.W2ENG.9.4.W3ENG.9.4.W4ENG.9.4.W5ENG.9.4.W6ENG.9.4.W7ENG.9.4.S1ENG.9.4.S2ENG.9.4.S3Dereceli Puanlama Anahtarı, Performans GöreviDolu
        #22-26 Şubat4Theme 4: Family LifeENG.9.4.S4ENG.9.4.S5ENG.9.4.S6Dereceli Puanlama Anahtarı, Performans GöreviDolu
        #1-5 Mart4Theme 5: Life in the House & NeighbourhoodENG.9.5.L1ENG.9.5.L2ENG.9.5.L3ENG.9.5.L4ENG.9.5.P1ENG.9.5.R1Dereceli Puanlama Anahtarı, Performans GöreviDolu
        8-12 MartAkademik Takvim 2. Dönem Ara Tatil
        #15-19 Mart4Theme 5: Life in the House & NeighbourhoodENG.9.5.R2ENG.9.5.R3ENG.9.5.R4ENG.9.5.V1ENG.9.5.G1Dereceli Puanlama Anahtarı, Performans GöreviDolu
        #22-26 Mart4Theme 5: Life in the House & NeighbourhoodENG.9.5.W1ENG.9.5.W2ENG.9.5.W3ENG.9.5.W4ENG.9.5.W5ENG.9.5.W6ENG.9.5.W7ENG.9.5.S1ENG.9.5.S2ENG.9.5.S3Dereceli Puanlama Anahtarı, Performans GöreviDolu
        #29 Mart - 2 Nisan4Theme 5: Life in the House & NeighbourhoodENG.9.5.S4ENG.9.5.S5ENG.9.5.S6Dereceli Puanlama Anahtarı, Performans GöreviDolu
        #5-9 Nisan4Theme 6: Life in the City & CountryENG.9.6.L1ENG.9.6.L2ENG.9.6.L3ENG.9.6.L4ENG.9.6.P1ENG.9.6.R1Dereceli Puanlama Anahtarı, Performans GöreviDolu
        #12-16 Nisan4Theme 6: Life in the City & CountryENG.9.6.R2ENG.9.6.R3ENG.9.6.R4ENG.9.6.V1ENG.9.6.G1Dereceli Puanlama Anahtarı, Performans GöreviDolu
        #19-23 Nisan4Theme 6: Life in the City & CountryENG.9.6.W1ENG.9.6.W2ENG.9.6.W3ENG.9.6.W4ENG.9.6.W5ENG.9.6.W6ENG.9.6.W7ENG.9.6.S1ENG.9.6.S2ENG.9.6.S3Dereceli Puanlama Anahtarı, Performans GöreviDolu
        #26-30 Nisan4Theme 6: Life in the City & CountryENG.9.6.S4ENG.9.6.S5ENG.9.6.S6Dereceli Puanlama Anahtarı, Performans GöreviDolu
        #3-7 Mayıs4Theme 7: Life in the World & NatureENG.9.7.L1ENG.9.7.L2ENG.9.7.L3ENG.9.7.L4ENG.9.7.P1ENG.9.7.R1ENG.9.7.R2ENG.9.7.R3Dereceli Puanlama Anahtarı, Performans GöreviDolu
        #10-14 Mayıs4Theme 7: Life in the World & NatureENG.9.7.R4ENG.9.7.V1ENG.9.7.G1ENG.9.7.W1ENG.9.7.W2ENG.9.7.W3Dereceli Puanlama Anahtarı, Performans GöreviDolu
        #17-21 Mayıs4Theme 7: Life in the World & NatureENG.9.7.W4ENG.9.7.W5ENG.9.7.W6ENG.9.7.W7ENG.9.7.S1ENG.9.7.S2ENG.9.7.S3ENG.9.7.S4ENG.9.7.S5ENG.9.7.S6Dereceli Puanlama Anahtarı, Performans GöreviDolu
        #24-28 Mayıs4Theme 8: Life in the Universe & FutureENG.9.8.L1ENG.9.8.L2ENG.9.8.L3ENG.9.8.L4ENG.9.8.P1ENG.9.8.R1ENG.9.8.R2ENG.9.8.R3Dereceli Puanlama Anahtarı, Performans GöreviDolu
        #31 Mayıs - 4 Haziran4Theme 8: Life in the Universe & FutureENG.9.8.R4ENG.9.8.V1ENG.9.8.G1ENG.9.8.W1ENG.9.8.W2ENG.9.8.W3Dereceli Puanlama Anahtarı, Performans GöreviDolu
        #7-11 Haziran4Theme 8: Life in the Universe & FutureENG.9.8.W4ENG.9.8.W5ENG.9.8.W6ENG.9.8.W7ENG.9.8.S1ENG.9.8.S2ENG.9.8.S3ENG.9.8.S4ENG.9.8.S5ENG.9.8.S6Dereceli Puanlama Anahtarı, Performans GöreviDolu
        #14-18 Haziran4EvaluationYazılı Sınav, Performans GöreviBoş
        #21-25 Haziran4Sosyal EtkinlikSosyal EtkinlikOkul temelli planlama kapsamında sosyal etkinlik haftasıBoş Sosyal Etkinlik

        9. Sınıf İngilizce Günlük Planı — Kaynaklar ve İçerik

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

          Anadolu Lisesi - Anadolu Lisesi (Anadolu Lisesi) alanında İngilizce dersi 9. sınıf 2026-2027 eğitim öğretim yılı günlük planı (haftalık ders planı). Haftalık 4 ders saati.

          Üniteler ve Konular

          1. Orientation (4 ders saati)

          2. Revision Programme (16 ders saati)

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

          This theme is centred on the concept of ''school life'', and covers the sub-themes of ''students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; 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
            • ENG.9.1.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
            • ENG.9.1.L2 Students can bring together the information in the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
            • ENG.9.1.L3 Students can make sense of and derive meaning from the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
            • ENG.9.1.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 with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
            • ENG.9.1.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' to develop holistic and conscious pronunciation skills after recognising them in context.
            • ENG.9.1.R1 Students can prepare for reading the content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' efficiently and effectively.
            • ENG.9.1.R2 Students can bring information together about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' through skimming, scanning and detailed reading.
            • ENG.9.1.R3 Students can make sense of and derive meaning from the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
            • ENG.9.1.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
            • ENG.9.1.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
            • ENG.9.1.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
            • ENG.9.1.W1 Students can prepare for writing efficiently and accurately based on the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
            • ENG.9.1.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
            • ENG.9.1.W3 Students can construct new written content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' based on their understanding of the model(s) provided.
            • ENG.9.1.W4 Students can practise producing written content based on the current theme ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
            • ENG.9.1.W5 Students can engage in the process of writing related to the content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
            • ENG.9.1.W6 Students can reconstruct their writing about the current theme on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' to communicate effectively about it.
            • ENG.9.1.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
            • ENG.9.1.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
            • ENG.9.1.S2 Students can analyse and understand the model content related to ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' to support the production of spoken language.
            • ENG.9.1.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
            • ENG.9.1.S4 Students can construct meaningful spoken content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' through efficient and meaningful practice.
            • ENG.9.1.S5 Students can reconstruct the information about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' when communicating with others.
            • ENG.9.1.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others.

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

          This theme is centred on the concept of ''classroom life'', and covers the sub-themes of ''classmates, friendships, daily and study routines, habits, and activities''. 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
            • ENG.9.2.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''.
            • ENG.9.2.L2 Students can bring together the information in the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''.
            • ENG.9.2.L3 Students can make sense of and derive meaning from the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''.
            • ENG.9.2.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 with classmates, friendships, daily and study routines, habits, and activities'' in relation to themselves or others, both individually and/or with others.
            • ENG.9.2.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 with classmates, friendships, daily and study routines, habits, and activities'' to develop holistic and conscious pronunciation skills after recognising them in context.
            • ENG.9.2.R1 Students can prepare for reading the content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' efficiently and effectively.
            • ENG.9.2.R2 Students can bring information together about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' through skimming, scanning and detailed reading.
            • ENG.9.2.R3 Students can make sense of and derive meaning from the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''.
            • ENG.9.2.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' in relation to themselves or others, both individually and/or with others.
            • ENG.9.2.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
            • ENG.9.2.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
            • ENG.9.2.W1 Students can prepare for writing efficiently and accurately based on the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities''.
            • ENG.9.2.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''.
            • ENG.9.2.W3 Students can construct new written content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' based on their understanding of the model(s) provided.
            • ENG.9.2.W4 Students can practise producing written content based on the current theme ''classroom life with classmates, friendships, daily and study routines, habits, and activities''.
            • ENG.9.2.W5 Students can engage in the process of writing related to the content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''.
            • ENG.9.2.W6 Students can reconstruct their writing about the current theme on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' to communicate effectively about it.
            • ENG.9.2.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' in relation to themselves or others, both individually and/or with others.
            • ENG.9.2.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''.
            • ENG.9.2.S2 Students can analyse and understand the model content related to ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' to support the production of spoken language.
            • ENG.9.2.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''.
            • ENG.9.2.S4 Students can construct meaningful spoken content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' through efficient and meaningful practice.
            • ENG.9.2.S5 Students can reconstruct the information about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' when communicating with others.
            • ENG.9.2.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' in relation to themselves or others, both individually and/or with others.

          5. Theme 3: Personal Life: Physical Appearance & Personality (14 ders saati)

          This theme is centred on the concept of ''personal life: physical appearance and personality'', and covers the sub-themes of ''physical appearance in terms of physical features and personality in terms of personal traits and character''. 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: Physical Appearance & Personality
            • ENG.9.3.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''.
            • ENG.9.3.L2 Students can bring together the information in the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''.
            • ENG.9.3.L3 Students can make sense of and derive meaning from the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''.
            • ENG.9.3.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 with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others.
            • ENG.9.3.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' to develop holistic and conscious pronunciation skills after recognising them in context.
            • ENG.9.3.R1 Students can prepare for reading the content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' efficiently and effectively.
            • ENG.9.3.R2 Students can bring information together about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' through skimming, scanning and detailed reading.
            • ENG.9.3.R3 Students can make sense of and derive meaning from the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''.
            • ENG.9.3.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others.
            • ENG.9.3.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
            • ENG.9.3.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousnessraising and discovery.
            • ENG.9.3.W1 Students can prepare for writing efficiently and accurately based on the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''.
            • ENG.9.3.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''.
            • ENG.9.3.W3 Students can construct new written content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' based on their understanding of the model(s) provided.
            • ENG.9.3.W4 Students can practise producing written content based on the current theme ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''.
            • ENG.9.3.W5 Students can engage in the process of writing related to the content of ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''.
            • ENG.9.3.W6 Students can reconstruct their writing about the current theme on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' to communicate effectively about it.
            • ENG.9.3.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others.
            • ENG.9.3.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''.
            • ENG.9.3.S2 Students can analyse and understand the model content related to ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' to support the production of spoken language.
            • ENG.9.3.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''.
            • ENG.9.3.S4 Students can construct meaningful spoken content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' through efficient and meaningful practice.
            • ENG.9.3.S5 Students can reconstruct the information about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' when communicating with others.
            • ENG.9.3.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others.

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

          This theme is centred on the concept of ''family life'', and covers the sub-themes of ''family members’ jobs, work routines, work activities, and workplaces''. 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
            • ENG.9.4.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''.
            • ENG.9.4.L2 Students can bring together the information in the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''.
            • ENG.9.4.L3 Students can make sense of and derive meaning from the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''.
            • ENG.9.4.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 with family members’ jobs, work routines, work activities, and workplaces'' in relation to themselves or others, both individually and/or with others.
            • ENG.9.4.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''family life with family members’ jobs, work routines, work activities, and workplaces'' to develop holistic and conscious pronunciation skills after recognising them in context.
            • ENG.9.4.R1 Students can prepare for reading the content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' efficiently and effectively.
            • ENG.9.4.R2 Students can bring information together about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' through skimming, scanning and detailed reading.
            • ENG.9.4.R3 Students can make sense of and derive meaning from the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''.
            • ENG.9.4.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' in relation to themselves or others, both individually and/or with others.
            • ENG.9.4.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''family life with family members’ jobs, work routines, work activities, and workplaces'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
            • ENG.9.4.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''family life with family members’ jobs, work routines, work activities, and workplaces'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
            • ENG.9.4.W1 Students can prepare for writing efficiently and accurately based on the current content about ''family life with family members’ jobs, work routines, work activities, and workplaces''.
            • ENG.9.4.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''family life with family members’ jobs, work routines, work activities, and workplaces''.
            • ENG.9.4.W3 Students can construct new written content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' based on their understanding of the model(s) provided.
            • ENG.9.4.W4 Students can practise producing written content based on the current theme ''family life with family members’ jobs, work routines, work activities, and workplaces''.
            • ENG.9.4.W5 Students can engage in the process of writing related to the content on ''family life with family members’ jobs, work routines, work activities, and workplaces''.
            • ENG.9.4.W6 Students can reconstruct their writing about the current theme on ''family life with family members’ jobs, work routines, work activities, and workplaces'' to communicate effectively about it.
            • ENG.9.4.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' in relation to themselves or others, both individually and/or with others.
            • ENG.9.4.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''.
            • ENG.9.4.S2 Students can analyse and understand the model content related to ''family life with family members’ jobs, work routines, work activities, and workplaces'' to support the production of spoken language.
            • ENG.9.4.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''family life with family members’ jobs, work routines, work activities, and workplaces''.
            • ENG.9.4.S4 Students can construct meaningful spoken content about ''family life with family members’ jobs, work routines, work activities, and workplaces'' through efficient and meaningful practice.
            • ENG.9.4.S5 Students can reconstruct the information about ''family life with family members’ jobs, work routines, work activities, and workplaces'' when communicating with others.
            • ENG.9.4.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' in relation to themselves or others, both individually and/or with others.

          7. Theme 5: Life in the House & Neighbourhood (14 ders saati)

          This theme is centred on the concept of ''life in the house and neighbourhood'', and covers the sub-themes of ''types of houses, rooms, furniture and activities in the house''. 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 House & Neighbourhood
            • ENG.9.5.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''.
            • ENG.9.5.L2 Students can bring together the information in the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''.
            • ENG.9.5.L3 Students can make sense of and derive meaning from the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''.
            • ENG.9.5.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 house and neighbourhood with types of houses, rooms, furniture and activities in the house'' in relation to themselves or others, both individually and/or with others.
            • ENG.9.5.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' to develop holistic and conscious pronunciation skills after recognising them in context.
            • ENG.9.5.R1 Students can prepare for reading the content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' efficiently and effectively.
            • ENG.9.5.R2 Students can bring information together about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' through skimming, scanning and detailed reading.
            • ENG.9.5.R3 Students can make sense of and derive meaning from the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''.
            • ENG.9.5.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' in relation to themselves or others, both individually and/or with others.
            • ENG.9.5.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
            • ENG.9.5.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
            • ENG.9.5.W1 Students can prepare for writing efficiently and accurately based on the current content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''.
            • ENG.9.5.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''.
            • ENG.9.5.W3 Students can construct new written content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' based on their understanding of the model(s) provided.
            • ENG.9.5.W4 Students can practise producing written content based on the current theme ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''.
            • ENG.9.5.W5 Students can engage in the process of writing related to the content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''.
            • ENG.9.5.W6 Students can reconstruct their writing about the current theme on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' to communicate effectively about it.
            • ENG.9.5.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' in relation to themselves or others, both individually and/ or with others.
            • ENG.9.5.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''.
            • ENG.9.5.S2 Students can analyse and understand the model content related to ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' to support the production of spoken language.
            • ENG.9.5.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''.
            • ENG.9.5.S4 Students can construct meaningful spoken content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' through efficient and meaningful practice.
            • ENG.9.5.S5 Students can reconstruct the information about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' when communicating with others.
            • ENG.9.5.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' in relation to themselves or others, both individually and/ or with others.

          8. Theme 6: Life in the City & Country (14 ders saati)

          This theme is centred on the concept of ''life in the city and country'', and covers the sub-themes of ''local and international food culture and food festivals in the 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 6: Life in the City & Country
            • ENG.9.6.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''life in the city and country with local and international food culture and food festivals in the city''.
            • ENG.9.6.L2 Students can bring together the information in the current content on ''life in the city and country with local and international food culture and food festivals in the city''.
            • ENG.9.6.L3 Students can make sense of and derive meaning from the current content on ''life in the city and country with local and international food culture and food festivals in the city''.
            • ENG.9.6.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 city and country with local and international food culture and food festivals in the city'' in relation to themselves or others, both individually and/or with others.
            • ENG.9.6.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the city and country with local and international food culture and food festivals in the city'' to develop holistic and conscious pronunciation skills after recognising them in context.
            • ENG.9.6.R1 Students can prepare for reading the content on ''life in the city and country with local and international food culture and food festivals in the city'' efficiently and effectively.
            • ENG.9.6.R2 Students can bring information together about the current content on ''life in the city and country with local and international food culture and food festivals in the city'' through skimming, scanning and detailed reading.
            • ENG.9.6.R3 Students can make sense of and derive meaning from the current content on ''life in the city and country with local and international food culture and food festivals in the city''.
            • ENG.9.6.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the city and country with local and international food culture and food festivals in the city'' in relation to themselves or others, both individually and/or with others.
            • ENG.9.6.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the city and country with local and international food culture and food festivals in the city'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
            • ENG.9.6.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the city and country with local and international food culture and food festivals in the city'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
            • ENG.9.6.W1 Students can prepare for writing efficiently and accurately based on the current content about ''life in the city and country with local and international food culture and food festivals in the city''.
            • ENG.9.6.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the city and country with local and international food culture and food festivals in the city''.
            • ENG.9.6.W3 Students can construct new written content on ''life in the city and country with local and international food culture and food festivals in the city'' based on their understanding of the model(s) provided.
            • ENG.9.6.W4 Students can practise producing written content based on the current theme ''life in the city and country with local and international food culture and food festivals in the city''.
            • ENG.9.6.W5 Students can engage in the process of writing related to the content on ''life in the city and country with local and international food culture and food festivals in the city''.
            • ENG.9.6.W6 Students can reconstruct their writing about the current theme on ''life in the city and country with local and international food culture and food festivals in the city'' to communicate effectively about it.
            • ENG.9.6.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the city and country with local and international food culture and food festivals in the city'' in relation to themselves or others, both individually and/or with others.
            • ENG.9.6.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the city and country with local and international food culture and food festivals in the city''.
            • ENG.9.6.S2 Students can analyse and understand the model content related to ''life in the city and country with local and international food culture and food festivals in the city'' to support the production of spoken language.
            • ENG.9.6.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''life in the city and country with local and international food culture and food festivals in the city''.
            • ENG.9.6.S4 Students can construct meaningful spoken content about ''life in the city and country with local and international food culture and food festivals in the city'' through efficient and meaningful practice.
            • ENG.9.6.S5 Students can reconstruct the information about ''life in the city and country with local and international food culture and food festivals in the city'' when communicating with others.
            • ENG.9.6.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the city and country with local and international food culture and food festivals in the city'' in relation to themselves or others, both individually and/or with others.

          9. Theme 7: Life in the World & Nature (14 ders saati)

          This theme is centred on the concept of ''life in the world and nature'', and covers the sub-themes of ''nature, endangered animals and their natural living conditions and habitats, protection of them''. 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 the World & Nature
            • ENG.9.7.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''.
            • ENG.9.7.L2 Students can bring together the information in the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''.
            • ENG.9.7.L3 Students can make sense of and derive meaning from the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''.
            • ENG.9.7.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 the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' in relation to themselves or others, both individually and/or with others.
            • ENG.9.7.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' to develop holistic and conscious pronunciation skills after recognising them in context.
            • ENG.9.7.R1 Students can prepare for reading the content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' efficiently and effectively.
            • ENG.9.7.R2 Students can bring information together about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' through skimming, scanning and detailed reading.
            • ENG.9.7.R3 Students can make sense of and derive meaning from the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''.
            • ENG.9.7.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' in relation to themselves or others, both individually and/or with others.
            • ENG.9.7.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
            • ENG.9.7.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousnessraising and discovery.
            • ENG.9.7.W1 Students can prepare for writing efficiently and accurately based on the current content about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''.
            • ENG.9.7.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''.
            • ENG.9.7.W3 Students can construct new written content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' based on their understanding of the model(s) provided.
            • ENG.9.7.W4 Students can practise producing written content based on the current theme ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''.
            • ENG.9.7.W5 Students can engage in the process of writing related to the content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''.
            • ENG.9.7.W6 Students can reconstruct their writing about the current theme on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' to communicate effectively about it.
            • ENG.9.7.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' in relation to themselves or others, both individually and/or with others.
            • ENG.9.7.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''.
            • ENG.9.7.S2 Students can analyse and understand the model content related to ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' to support the production of spoken language.
            • ENG.9.7.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''.
            • ENG.9.7.S4 Students can construct meaningful spoken content about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' through efficient and meaningful practice.
            • ENG.9.7.S5 Students can reconstruct the information about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' when communicating with others.
            • ENG.9.7.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' in relation to themselves or others, both individually and/or with others.

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

          This theme is centred on the concept of ''life in the universe and future'', and covers the sub-themes of ''films, film genres and futuristic films with futuristic ideas, and technology''. 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 & Future
            • ENG.9.8.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''.
            • ENG.9.8.L2 Students can bring together the information in the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''.
            • ENG.9.8.L3 Students can make sense of and derive meaning from the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''.
            • ENG.9.8.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' in relation to themselves or others, both individually and/or with others.
            • ENG.9.8.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' to develop holistic and conscious pronunciation skills after recognising them in context.
            • ENG.9.8.R1 Students can prepare for reading the content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' efficiently and effectively.
            • ENG.9.8.R2 Students can bring information together about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' through skimming, scanning and detailed reading.
            • ENG.9.8.R3 Students can make sense of and derive meaning from the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''.
            • ENG.9.8.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' in relation to themselves or others, both individually and/or with others.
            • ENG.9.8.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
            • ENG.9.8.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
            • ENG.9.8.W1 Students can prepare for writing efficiently and accurately based on the current content about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''.
            • ENG.9.8.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''.
            • ENG.9.8.W3 Students can construct new written content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' based on their understanding of the model(s) provided.
            • ENG.9.8.W4 Students can practise producing written content based on the current theme ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''.
            • ENG.9.8.W5 Students can engage in the process of writing related to the content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''.
            • ENG.9.8.W6 Students can reconstruct their writing about the current theme on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' to communicate effectively about it.
            • ENG.9.8.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' in relation to themselves or others, both individually and/or with others.
            • ENG.9.8.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''.
            • ENG.9.8.S2 Students can analyse and understand the model content related to ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' to support the production of spoken language.
            • ENG.9.8.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''.
            • ENG.9.8.S4 Students can construct meaningful spoken content about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' through efficient and meaningful practice.
            • ENG.9.8.S5 Students can reconstruct the information about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' when communicating with others.
            • ENG.9.8.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' in relation to themselves or others, both individually and/or with others.

          11. Evaluation (6 ders saati)

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