6. Sınıf İngilizce Yıllık Planı 2026-2027

6. Sınıf İngilizce Yıllık Planı — Kaynaklar ve İçerik

6. sınıf İngilizce dersi, Türkiye Yüzyılı Maarif Modeli öğretim programına göre haftada 3 ders saati okutulur; yıllık planında 8 tema, 80 ders saati ve 184 öğrenme çıktısı yer alır. Yıl, “School Life” temasıyla başlar; aradaki 6 temanın ardından “Life in the Universe & Future” temasıyla biter.

• İngilizce Ders Bilgi Formu (DBF)
• Ders İçeriği

  Ortaokul - Ortaokul (Ortaokul) alanında İngilizce dersi 6. sınıf 2026-2027 eğitim öğretim yılı yıllık planı. Haftalık 3 ders saati.

  Üniteler ve Konular

  1. Orientation (4 ders saati)

  Becoming familiar with the classroom environment, English-learning routines, and rapport with the teacher and peers at the start of the academic year.

  • Orientation Activities

  2. Theme 1: School Life (10 ders saati)

  This theme is centred on the concept of school life and covers the sub-themes of roles and responsibilities at school, school routines, and national days and celebrations. Components are integrated through contextualised use of target vocabulary, grammatical structures, phonological features, and social language expressions. Activities are meaningful, collaborative, communicative, and aligned with learners' developmental level, interests, needs, and preferences. The aim is to equip learners with knowledge, skills, and experiences to effectively use English in their daily lives, both within and beyond the school environment.

  • Listening / Watching
    • ENG.6.1.L1 Students can get ready for the listening/watching-comprehension process for the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” carefully.
    • ENG.6.1.L2 Students can bring information about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening/watching it.
    • ENG.6.1.L3 Students can make meaning of/derive meaning from the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” through significant details by listening/watching it carefully.
    • ENG.6.1.L4 Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”.
  • Reading
    • ENG.6.1.R1 Students can get ready for the reading-comprehension process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”.
    • ENG.6.1.R2 Students can bring information about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
    • ENG.6.1.R3 Students can make meaning of / derive meaning from the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” by reading it carefully.
    • ENG.6.1.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.6.1.S1 Students can get ready for speaking-expression process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”.
    • ENG.6.1.S2 Students can use the model/example for producing verbal content about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”.
    • ENG.6.1.S3 Students can organise a new verbal content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically.
    • ENG.6.1.S4 Students can construct a new verbal content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically.
    • ENG.6.1.S5 Students can reorganise (reconstruct) and use information about the “school life with roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people.
    • ENG.6.1.S6 Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life with roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.6.1.W1 Students can get ready for the writing-expression process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”.
    • ENG.6.1.W2 Students can understand the model/example for the writing task about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”.
    • ENG.6.1.W3 Students can organise a content for the assigned writing task on the current content “school life with roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided.
    • ENG.6.1.W4 Students can individually construct/form content for the assigned writing task on the current content “school life with roles, and responsibilities at school; school routines; national days and celebrations”.
    • ENG.6.1.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “school life with roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people.
    • ENG.6.1.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.6.1.P1 Students can select and use the target phonological elements of the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
  • Vocabulary
    • ENG.6.1.V1 Students can select and use the target vocabulary of the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
  • Grammar
    • ENG.6.1.G1 Students can select and use the target grammatical elements of the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

  3. Theme 2: Classroom Life (10 ders saati)

  This theme is centred on the concept of classroom life and covers daily and study routines, learning activities in the classroom, cardinal numbers 100-500, and ordinal numbers 1-50. Components are integrated through contextualised use of target vocabulary, grammatical structures, phonological features, and social language expressions. Activities are meaningful, collaborative, communicative, and aligned with learners' developmental level. The aim is to equip learners with knowledge, skills, and experiences to effectively use English in their daily lives.

  • Listening / Watching
    • ENG.6.2.L1 Students can get ready for the listening/watching-comprehension process for the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” carefully.
    • ENG.6.2.L2 Students can bring information about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” together through significant details and main components while listening/ watching it.
    • ENG.6.2.L3 Students can make meaning of/derive meaning from the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through significant details by listening/watching it carefully.
    • ENG.6.2.L4 Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. 584 THE ENGLISH LANGUAGE CURRICULUM
  • Reading
    • ENG.6.2.R1 Students can get ready for the reading-comprehension process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.
    • ENG.6.2.R2 Students can bring information about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
    • ENG.6.2.R3 Students can make meaning of / derive meaning from the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” by reading it carefully. 585 THE ENGLISH LANGUAGE CURRICULUM
    • ENG.6.2.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.6.2.S1 Students can get ready for speaking-expression process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.
    • ENG.6.2.S2 Students can use the model/example for producing verbal content about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.
    • ENG.6.2.S3 Students can organise a new verbal content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically.
    • ENG.6.2.S4 Students can construct a new verbal content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically.
    • ENG.6.2.S5 Students can reorganise (reconstruct) and use information about the “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people.
    • ENG.6.2.S6 Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.6.2.W1 Students can get ready for the writing-expression process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.
    • ENG.6.2.W2 Students can understand the model/example for the writing task about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.
    • ENG.6.2.W3 Students can organise a content for the assigned writing task on the current content “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” based on the model/example provided.
    • ENG.6.2.W4 Students can individually construct/form content for the assigned writing task on the current content “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.
    • ENG.6.2.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people.
    • ENG.6.2.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.6.2.P1 Students can select and use the target phonological elements of the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
  • Vocabulary
    • ENG.6.2.V1 Students can select and use the target vocabulary of the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
  • Grammar
    • ENG.6.2.G1 Students can select and use the target grammatical elements of the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

  4. Theme 3: Personal Life (10 ders saati)

  This theme is centred on the concept of personal life and covers body parts, physical appearance and clothes, as well as personality and character. Components are integrated through contextualised use of target vocabulary, grammatical structures, phonological features, and social language expressions. Activities are meaningful, collaborative, communicative, and aligned with learners' developmental level. The aim is to equip learners with knowledge, skills, and experiences to effectively use English in their daily lives.

  • Listening / Watching
    • ENG.6.3.L1 Students can get ready for the listening/watching-comprehension process for the current content on “personal life with body parts, physical appearance and clothes; personality and character” carefully.
    • ENG.6.3.L2 Students can bring information about the current content on “personal life with body parts, physical appearance and clothes; personality and character” together through significant details and main components while listening/watching it.
    • ENG.6.3.L3 Students can make meaning of/derive meaning from the current content on “personal life with body parts, physical appearance and clothes; personality and character” through significant details by listening/watching it carefully.
    • ENG.6.3.L4 Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with body parts, physical appearance and clothes; personality and character”.
  • Reading
    • ENG.6.3.R1 Students can get ready for the reading-comprehension process about the current content on “personal life with body parts, physical appearance and clothes; personality and character”.
    • ENG.6.3.R2 Students can bring information about the current content on “personal life with body parts, physical appearance and clothes; personality and character” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
    • ENG.6.3.R3 Students can make meaning of / derive meaning from the current content about “personal life with body parts, physical appearance and clothes; personality and character” by reading it carefully.
    • ENG.6.3.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with body parts, physical appearance and clothes; personality and character” in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.6.3.S1 Students can get ready for speaking-expression process about the current content on “personal life with body parts, physical appearance and clothes; personality and character”.
    • ENG.6.3.S2 Students can use the model/example for producing verbal content about the current content on “personal life with body parts, physical appearance and clothes; personality and character”.
    • ENG.6.3.S3 Students can organise a new verbal content on “personal life with body parts, physical appearance and clothes; personality and character” by speaking accurately, efficiently, and authentically.
    • ENG.6.3.S4 Students can construct a new verbal content on “personal life with body parts, physical appearance and clothes; personality and character” by speaking accurately, efficiently, and authentically.
    • ENG.6.3.S5 Students can reorganise (reconstruct) and use information about the “personal life with body parts, physical appearance and clothes; personality and character” to communicate with other people.
    • ENG.6.3.S6 Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with body parts, physical appearance and clothes; personality and character” to communicate with other people in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.6.3.W1 Students can get ready for the writing-expression process about the current content on “personal life with body parts, physical appearance and clothes; personality and character”.
    • ENG.6.3.W2 Students can understand the model/example for the writing task about the current content on “personal life with body parts, physical appearance and clothes; personality and character”.
    • ENG.6.3.W3 Students can organise a content for the assigned writing task on the current content “personal life with body parts, physical appearance and clothes; personality and character” based on the model/example provided.
    • ENG.6.3.W4 Students can individually construct/form content for the assigned writing task on the current content “personal life with body parts, physical appearance and clothes; personality and character” .
    • ENG.6.3.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the“personal life with body parts, physical appearance and clothes; personality and character” to communicate with other people.
    • ENG.6.3.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with body parts, physical appearance and clothes; personality and character” in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.6.3.P1 Students can select and use the target phonological elements of the current content about “personal life with body parts, physical appearance and clothes; personality and character” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
  • Vocabulary
    • ENG.6.3.V1 Students can select and use the target vocabulary of the current content about “personal life with body parts, physical appearance and clothes; personality and character” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
  • Grammar
    • ENG.6.3.G1 Students can select and use the target grammatical elements of the current content about “personal life with body parts, physical appearance and clothes; personality and character” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

  5. Theme 4: Family Life (10 ders saati)

  This theme is centred on the concept of family life and covers family members' jobs, working places, and job routines, and different types of family homes and houses. Components are integrated through contextualised use of target vocabulary, grammatical structures, phonological features, and social language expressions. Activities are meaningful, collaborative, and communicative, aligned with learners' developmental level. The aim is to equip learners with knowledge, skills, and experiences to effectively use English in their daily lives.

  • Listening / Watching
    • ENG.6.4.L1 Students can get ready for the listening/watching-comprehension process for the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” carefully.
    • ENG.6.4.L2 Students can bring information about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” together through significant details and main components while listening/watching it.
    • ENG.6.4.L3 Students can make meaning of/derive meaning from the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” through significant details by listening/watching it carefully.
    • ENG.6.4.L4 Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”.
  • Reading
    • ENG.6.4.R1 Students can get ready for the reading-comprehension process about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”.
    • ENG.6.4.R2 Students can bring information about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
    • ENG.6.4.R3 Students can make meaning of / derive meaning from the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” by reading it carefully.
    • ENG.6.4.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.6.4.S1 Students can get ready for speaking-expression process about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”.
    • ENG.6.4.S2 Students can use the model/example for producing verbal content about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”.
    • ENG.6.4.S3 Students can organise a new verbal content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” by speaking accurately, efficiently, and authentically.
    • ENG.6.4.S4 Students can construct a new verbal content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” by speaking accurately, efficiently, and authentically.
    • ENG.6.4.S5 Students can reorganise (reconstruct) and use information about the “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” to communicate with other people.
    • ENG.6.4.S6 Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” to communicate with other people in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.6.4.W1 Students can get ready for the writing-expression process about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”.
    • ENG.6.4.W2 Students can understand the model/example for the writing task about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”.
    • ENG.6.4.W3 Students can organise a content for the assigned writing task on the current content “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” based on the model/example provided.
    • ENG.6.4.W4 Students can individually construct/form content for the assigned writing task on the current content “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. 627 THE ENGLISH LANGUAGE CURRICULUM
    • ENG.6.4.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” to communicate with other people.
    • ENG.6.4.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.6.4.P1 Students can select and use the target phonological elements of the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” accurately, authentically, and naturally through spontaneous decision- making processes and use it in an appropriate and effective way when communicating with others.
  • Vocabulary
    • ENG.6.4.V1 Students can select and use the target vocabulary of the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
  • Grammar
    • ENG.6.4.G1 Students can select and use the target grammatical elements of the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

  6. Theme 5: Life in the Neighbourhood & City (10 ders saati)

  This theme is centred on the concept of life in the neighbourhood and the city and covers festivals and events (sports, music, arts) in the neighbourhood and city, and transportation in the neighbourhood and the city. Components are integrated through contextualised use of target vocabulary, grammatical structures, phonological features, and social language expressions. Activities are meaningful, collaborative, and communicative. The aim is to equip learners with knowledge, skills, and experiences to effectively use English in daily life.

  • Listening / Watching
    • ENG.6.5.L1 Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” carefully.
    • ENG.6.5.L2 Students can bring information about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” together through significant details and main components while listening/watching it.
    • ENG.6.5.L3 Students can make meaning of/derive meaning from the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” through significant details by listening/watching it carefully.
    • ENG.6.5.L4 Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. 644 THE ENGLISH LANGUAGE CURRICULUM
  • Reading
    • ENG.6.5.R1 Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”.
    • ENG.6.5.R2 Students can bring information about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
    • ENG.6.5.R3 Students can make meaning of / derive meaning from the current content about “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” by reading it carefully. 645 THE ENGLISH LANGUAGE CURRICULUM
    • ENG.6.5.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.6.5.S1 Students can get ready for speaking-expression process about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”.
    • ENG.6.5.S2 Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”.
    • ENG.6.5.S3 Students can organise a new verbal content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically.
    • ENG.6.5.S4 Students can construct a new verbal content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically.
    • ENG.6.5.S5 Students can reorganise (reconstruct) and use information about the “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” to communicate with other people.
    • ENG.6.5.S6 Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” to communicate with other people in relation to themselves or others, both individually
  • Writing
    • ENG.6.5.W1 Students can get ready for the writing-expression process about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”.
    • ENG.6.5.W2 Students can understand the model/example for the writing task about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”.
    • ENG.6.5.W3 Students can organise a content for the assigned writing task on the current content “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” based on the model/example provided. 647 THE ENGLISH LANGUAGE CURRICULUM
    • ENG.6.5.W4 Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”.
    • ENG.6.5.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” to communicate with other people.
    • ENG.6.5.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/ or with others.
  • Phonology
    • ENG.6.5.P1 Students can select and use the target phonological elements of the current content about “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when co
  • Vocabulary
    • ENG.6.5.V1 Students can select and use the target vocabulary of the current content about “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
  • Grammar
    • ENG.6.5.G1 Students can select and use the target grammatical elements of the current content about “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

  7. Theme 6: Life in the World & Culture (10 ders saati)

  This theme is centred on the concept of life in the world and culture and covers countries, nationalities, and languages in the world, and food types and events from different parts of the world. Components are integrated through contextualised use of target vocabulary, grammatical structures, phonological features, and social language expressions. Activities are meaningful, collaborative, and communicative. The aim is to equip learners with knowledge, skills, and experiences to effectively use English in daily life.

  • Listening / Watching
    • ENG.6.6.L1 Students can get ready for the listening/watching-comprehension process for the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” carefully.
    • ENG.6.6.L2 Students can bring information about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” together through significant details and main components while listening/ watching it.
    • ENG.6.6.L3 Students can make meaning of/derive meaning from the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” through significant details by listening/watching it carefully.
    • ENG.6.6.L4 Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”.
  • Reading
    • ENG.6.6.R1 Students can get ready for the reading-comprehension process about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”.
    • ENG.6.6.R2 Students can bring information about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
    • ENG.6.6.R3 Students can make meaning of / derive meaning from the current content about “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” by reading it carefully.
    • ENG.6.6.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.6.6.S1 Students can get ready for speaking-expression process about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”.
    • ENG.6.6.S2 Students can use the model/example for producing verbal content about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. 668 THE ENGLISH LANGUAGE CURRICULUM
    • ENG.6.6.S3 Students can organise a new verbal content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” by speaking accurately, efficiently, and authentically.
    • ENG.6.6.S4 Students can construct a new verbal content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” by speaking accurately, efficiently, and authentically.
    • ENG.6.6.S5 Students can reorganise (reconstruct) and use information about the “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” to communicate with other people.
    • ENG.6.6.S6 Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” to communicate with other people in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.6.6.W1 Students can get ready for the writing-expression process about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”.
    • ENG.6.6.W2 Students can understand the model/example for the writing task about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”.
    • ENG.6.6.W3 Students can organise a content for the assigned writing task on the current content “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” based on the model/example provided. 667 THE ENGLISH LANGUAGE CURRICULUM
    • ENG.6.6.W4 Students can individually construct/form content for the assigned writing task on the current content “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”.
    • ENG.6.6.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” to communicate with other people.
    • ENG.6.6.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.6.6.P1 Students can select and use the target phonological elements of the current content about “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with other
  • Vocabulary
    • ENG.6.6.V1 Students can select and use the target vocabulary of the current content about “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
  • Grammar
    • ENG.6.6.G1 Students can select and use the target grammatical elements of the current content about “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

  8. Theme 7: Life in Nature & Global Problems (10 ders saati)

  This theme is centred on the concept of life in nature and global problems and covers activities in nature, and environmental problems in the world and solutions. Components are integrated through contextualised use of target vocabulary, grammatical structures, phonological features, and social language expressions. Activities are meaningful, collaborative, and communicative. The aim is to equip learners with knowledge, skills, and experiences to effectively use English in daily life.

  • Listening / Watching
    • ENG.6.7.L1 Students can get ready for the listening/watching-comprehension process for the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” carefully.
    • ENG.6.7.L2 Students can bring information about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” together through significant details and main components while listening/watching it.
    • ENG.6.7.L3 Students can make meaning of/derive meaning from the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” through significant details by listening/watching it carefully.
    • ENG.6.7.L4 Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. 684 THE ENGLISH LANGUAGE CURRICULUM
  • Reading
    • ENG.6.7.R1 Students can get ready for the reading-comprehension process about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”.
    • ENG.6.7.R2 Students can bring information about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
    • ENG.6.7.R3 Students can make meaning of / derive meaning from the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” by reading it carefully.
    • ENG.6.7.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature and global problems with activities in nature; environmental problems in the world and solutions” in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.6.7.S1 Students can get ready for speaking-expression process about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”.
    • ENG.6.7.S2 Students can use the model/example for producing verbal content about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”.
    • ENG.6.7.S3 Students can organise a new verbal content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” by speaking accurately, efficiently, and authentically. 688 THE ENGLISH LANGUAGE CURRICULUM
    • ENG.6.7.S4 Students can construct a new verbal content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” by speaking accurately, efficiently, and authentically.
    • ENG.6.7.S5 Students can reorganise (reconstruct) and use information about the “life in nature and global problems with activities in nature; environmental problems in the world and solutions” to communicate with other people.
    • ENG.6.7.S6 Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature and global problems with activities in nature; environmental problems in the world and solutions” to communicate with other people in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.6.7.W1 Students can get ready for the writing-expression process about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”.
    • ENG.6.7.W2 Students can understand the model/example for the writing task about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”.
    • ENG.6.7.W3 Students can organise a content for the assigned writing task on the current content “life in nature and global problems with activities in nature; environmental problems in the world and solutions” based on the model/example provided.
    • ENG.6.7.W4 Students can individually construct/form content for the assigned writing task on the current content “life in nature and global problems with activities in nature; environmental problems in the world and solutions”.
    • ENG.6.7.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature and global problems with activities in nature; environmental problems in the world and solutions” to communicate with other people.
    • ENG.6.7.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature and global problems with activities in nature; environmental problems in the world and solutions” in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.6.7.P1 Students can select and use the target phonological elements of the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” accurately, authentically, and naturally through spontaneous decision- making processes and use it in an appropriate and effective way when communicating with others.
  • Vocabulary
    • ENG.6.7.V1 Students can select and use the target vocabulary of the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
  • Grammar
    • ENG.6.7.G1 Students can select and use the target grammatical elements of the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. 686 THE ENGLISH LANGUAGE CURRICULUM

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

  This theme is centred on the concept of life in the universe and future and covers planets and the Earth as a planet, and life on Earth in the future. Components are integrated through contextualised use of target vocabulary, grammatical structures, phonological features, and social language expressions. Activities are meaningful, collaborative, and communicative. The aim is to equip learners with knowledge, skills, and experiences to effectively use English in daily life.

  • Listening / Watching
    • ENG.6.8.L1 Students can get ready for the listening/watching-comprehension process for the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” carefully.
    • ENG.6.8.L2 Students can bring information about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” together through significant details and main components while listening/watching it.
    • ENG.6.8.L3 Students can make meaning of/derive meaning from the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” through significant details by listening/watching it carefully.
    • ENG.6.8.L4 Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. 704 THE ENGLISH LANGUAGE CURRICULUM
  • Reading
    • ENG.6.8.R1 Students can get ready for the reading-comprehension process about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”.
    • ENG.6.8.R2 Students can bring information about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
    • ENG.6.8.R3 Students can make meaning of / derive meaning from the current content about “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” by reading it carefully.
    • ENG.6.8.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.6.8.S1 Students can get ready for speaking-expression process about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”.
    • ENG.6.8.S2 Students can use the model/example for producing verbal content about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”.
    • ENG.6.8.S3 Students can organise a new verbal content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” by speaking accurately, efficiently, and authentically.
    • ENG.6.8.S4 Students can construct a new verbal content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” by speaking accurately, efficiently, and authentically.
    • ENG.6.8.S5 Students can reorganise (reconstruct) and use information about the “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” to communicate with other people.
    • ENG.6.8.S6 Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” to communicate with other people in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.6.8.W1 Students can get ready for the writing-expression process about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”.
    • ENG.6.8.W2 Students can understand the model/example for the writing task about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”.
    • ENG.6.8.W3 Students can organise a content for the assigned writing task on the current content “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” based on the model/example provided.
    • ENG.6.8.W4 Students can individually construct/form content for the assigned writing task on the current content “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”.
    • ENG.6.8.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” to communicate with other people.
    • ENG.6.8.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.6.8.P1 Students can select and use the target phonological elements of the current content about “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
  • Vocabulary
    • ENG.6.8.V1 Students can select and use the target vocabulary of the current content about “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
  • Grammar
    • ENG.6.8.G1 Students can select and use the target grammatical elements of the current content about “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. 706 THE ENGLISH LANGUAGE CURRICULUM

  10. Revision Programme (12 ders saati)

  Hours dedicated to cumulative revision of all themes — recap, consolidation and integration of vocabulary, grammar and skills covered during the year.

  • Revision Activities

  11. Evaluation and Assessment (6 ders saati)

  Hours dedicated to formal evaluation and summative assessment activities at term and year end.

  • Evaluation and Assessment Activities

  12. School-Based Planning (6 ders saati)

  Hours allocated to teacher's school-based planning — out-of-school learning activities, research, project studies, local studies, social activities.

  • School-Based Planning Activities

  Dersin Amaçları

  • Pupils develop listening, reading, speaking and writing skills in English at A2.2 level (CEFR).
  • Pupils acquire age-appropriate vocabulary and language chunks across 8 themes covering school, classroom, personal, family, neighbourhood/city, world, nature, and universe/future.
  • Pupils develop critical thinking, communication and collaboration skills through meaningful, contextualised English-learning tasks.
  • Pupils gain awareness of cultural similarities and differences between Turkish and English-speaking communities and develop intercultural competence.