8. Sınıf İngilizce Yıllık Planı 2026-2027

8. Sınıf İngilizce Yıllık Planı — Kaynaklar ve İçerik

8. sınıf İngilizce dersi, Türkiye Yüzyılı Maarif Modeli öğretim programına göre haftada 4 ders saati okutulur; yıllık planında 8 tema, 112 ders saati ve 192 öğrenme çıktısı yer alır. Yıl, “School Life & Education” 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 8. sınıf 2026-2027 eğitim öğretim yılı yıllık planı. Haftalık 4 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 & Education (14 ders saati)

  This theme is centred on the concept of 'school life and education' and covers school events and celebrations (sports, music, drama), developing the environment, 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, and communicative, aligning with learners' developmental level, interests, needs, and preferences, aiming to equip learners to effectively use English in daily life within and beyond school.

  • Listening / Watching
    • ENG.8.1.L1 Students can prepare and get ready for listening (to)/watching about the current content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
    • ENG.8.1.L2 Students can bring together the information in the current content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
    • ENG.8.1.L3 Students can make sense of and derive meaning from the current content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
    • ENG.8.1.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” in relation to themselves or others, both individually and/or with others.
  • Reading
    • ENG.8.1.R1 Students can prepare for reading the content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” efficiently and effectively.
    • ENG.8.1.R2 Students can bring information together about the current content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” through skimming, scanning, and detailed reading.
    • ENG.8.1.R3 Students can make sense of and derive meaning from the current content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
    • ENG.8.1.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.8.1.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
    • ENG.8.1.S2 Students can analyse and understand the model content related to “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” to support the production of spoken language.
    • ENG.8.1.S3 Students can produce meaningful and accurate spoken content related to the current theme on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”. 925 THE ENGLISH LANGUAGE CURRICULUM
    • ENG.8.1.S4 Students can construct meaningful spoken content about “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” through efficient and meaningful practice.
    • ENG.8.1.S5 Students can reconstruct the information about “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” when communicating with others.
    • ENG.8.1.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” in relation to themselves or others, both individually and/or with others. 926 THE ENGLISH LANGUAGE CURRICULUM
  • Writing
    • ENG.8.1.W1 Students can prepare for writing efficiently and accurately based on the current content about “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
    • ENG.8.1.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
    • ENG.8.1.W3 Students can construct new written content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” based on their understanding of the model(s) provided.
    • ENG.8.1.W4 Students can practise producing written content based on the current theme “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
    • ENG.8.1.W5 Students can engage in the process of writing related to the content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
    • ENG.8.1.W6 Students can reconstruct their writing about the current theme on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” to communicate effectively about it.
    • ENG.8.1.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.8.1.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” to develop holistic
  • Vocabulary
    • ENG.8.1.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” after recognising them in context and developing their conscious and inductive vocabulary learning skills.
  • Grammar
    • ENG.8.1.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”, after recognising them in context and developing their conscious and inductive grammaring skills through consciou

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

  This theme is centred on 'classroom life and learning' and covers preferences for different learning activities and preferences for different learning technologies. Components are integrated through contextualised use of target vocabulary, grammar, phonology and social language. Activities are meaningful, collaborative, and communicative, tailored to learners' developmental level, needs and interests, aiming to equip learners to use English effectively in and beyond school.

  • Listening / Watching
    • ENG.8.2.L1 Students can prepare and get ready for listening (to)/watching about the current content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
    • ENG.8.2.L2 Students can bring together the information in the current content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
    • ENG.8.2.L3 Students can make sense of and derive meaning from the current content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
    • ENG.8.2.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” in relation to themselves or others, both individually and/or with others. 945 THE ENGLISH LANGUAGE CURRICULUM
  • Reading
    • ENG.8.2.R1 Students can prepare for reading the content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” efficiently and effectively.
    • ENG.8.2.R2 Students can bring information together about the current content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” through skimming, scanning and detailed reading.
    • ENG.8.2.R3 Students can make sense of and derive meaning from the current content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
    • ENG.8.2.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.8.2.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
    • ENG.8.2.S2 Students can analyse and understand the model content related to “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” to support the production of spoken language.
    • ENG.8.2.S3 Students can produce meaningful and accurate spoken content related to the current theme on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
    • ENG.8.2.S4 Students can construct meaningful spoken content about “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” through efficient and meaningful practice.
    • ENG.8.2.S5 Students can reconstruct the information about “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” when communicating with others.
    • ENG.8.2.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.8.2.W1 Students can prepare for writing efficiently and accurately based on the current content about “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
    • ENG.8.2.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
    • ENG.8.2.W3 Students can construct new written content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” based on their understanding of the model(s) provided.
    • ENG.8.2.W4 Students can practise producing written content based on the current theme “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
    • ENG.8.2.W5 Students can engage in the process of writing related to the content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”.
    • ENG.8.2.W6 Students can reconstruct their writing about the current theme on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” to communicate effectively about it.
    • ENG.8.2.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.8.2.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” to develop holistic and conscious pr
  • Vocabulary
    • ENG.8.2.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” after recognising them in context and developing their conscious and inductive vocabulary learning skills.
  • Grammar
    • ENG.8.2.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and

  4. Theme 3: Personal Life & Well-Being (14 ders saati)

  This theme focuses on 'personal life and well-being' with sub-themes of mobile phones and their impact on health and social life, and personal preferences for films and visual arts. Content is integrated through contextualised target vocabulary, grammar, phonology and social language. Activities are communicative, collaborative and tailored to learners' development, aiming to equip learners to use English effectively in daily life.

  • Listening / Watching
    • ENG.8.3.L1 Students can prepare and get ready for listening (to)/watching about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
    • ENG.8.3.L2 Students can bring together the information in the current content on “personal life and well- being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
    • ENG.8.3.L3 Students can make sense of and derive meaning from the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
    • ENG.8.3.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others.
  • Reading
    • ENG.8.3.R1 Students can prepare for reading the content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” efficiently and effectively.
    • ENG.8.3.R2 Students can bring information together about the current content on “personal life and well- being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through skimming, scanning and detailed reading.
    • ENG.8.3.R3 Students can make sense of and derive meaning from the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
    • ENG.8.3.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.8.3.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
    • ENG.8.3.S2 Students can analyse and understand the model content related to “personal life and well- being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to support the production of spoken language.
    • ENG.8.3.S3 Students can produce meaningful and accurate spoken content related to the current theme on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
    • ENG.8.3.S4 Students can construct meaningful spoken content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through efficient and meaningful practice.
    • ENG.8.3.S5 Students can reconstruct the information about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” when communicating with others.
    • ENG.8.3.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.8.3.W1 Students can prepare for writing efficiently and accurately based on the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
    • ENG.8.3.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
    • ENG.8.3.W3 Students can construct new written content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” based on their understanding of the model(s) provided.
    • ENG.8.3.W4 Students can practise producing written content based on the current theme “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
    • ENG.8.3.W5 Students can engage in the process of writing related to the content on “personal life and well- being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
    • ENG.8.3.W6 Students can reconstruct their writing about the current theme on “personal life and well- being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate effectively about it.
    • ENG.8.3.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.8.3.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to develop holistic and c
  • Vocabulary
    • ENG.8.3.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” after recognising them in context and developing their conscious and inductive vocabulary learning skills.
  • Grammar
    • ENG.8.3.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-

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

  This theme focuses on 'family life and home' with sub-themes of relationships, problems and solutions in the family, and different houses and living styles. Contextualised target vocabulary, grammar, phonology and social language are integrated in meaningful, collaborative, communicative activities tailored to learners' developmental level.

  • Listening / Watching
    • ENG.8.4.L1 Students can prepare and get ready for listening (to)/watching about the current content on “family life and home with relationships, problems and solutions in the family; different houses and living styles”.
    • ENG.8.4.L2 Students can bring together the information in the current content on “family life and home with relationships, problems and solutions in the family; different houses and living styles”.
    • ENG.8.4.L3 Students can make sense of and derive meaning from the current content on “family life and home with relationships, problems and solutions in the family; different houses and living styles”.
    • ENG.8.4.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “family life and home with relationships, problems and solutions in the family; different houses and living styles” in relation to themselves or others, both individually and/or with others. 994 THE ENGLISH LANGUAGE CURRICULUM
  • Reading
    • ENG.8.4.R1 Students can prepare for reading the content on “family life and home with relationships, problems and solutions in the family; different houses and living styles” efficiently and effectively.
    • ENG.8.4.R2 Students can bring information together about the current content on “family life and home with relationships, problems and solutions in the family; different houses and living styles” through skimming, scanning and detailed reading. 995 THE ENGLISH LANGUAGE CURRICULUM
    • ENG.8.4.R3 Students can make sense of and derive meaning from the current content on “family life and home with relationships, problems and solutions in the family; different houses and living styles”.
    • ENG.8.4.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “family life and home with relationships, problems and solutions in the family; different houses and living styles” in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.8.4.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “family life and home with relationships, problems and solutions in the family; different houses and living styles”.
    • ENG.8.4.S2 Students can analyse and understand the model content related to “family life and home with relationships, problems and solutions in the family; different houses and living styles” to support the production of spoken language.
    • ENG.8.4.S3 Students can produce meaningful and accurate spoken content related to the current theme on “family life and home with relationships, problems and solutions in the family; different houses and living styles”.
    • ENG.8.4.S4 Students can construct meaningful spoken content about “family life and home with relationships, problems and solutions in the family; different houses and living styles” through efficient and meaningful practice.
    • ENG.8.4.S5 Students can reconstruct the information about “family life and home with relationships, problems and solutions in the family; different houses and living styles” when communicating with others.
    • ENG.8.4.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “family life and home with relationships, problems and solutions in the family; different houses and living styles” in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.8.4.W1 Students can prepare for writing efficiently and accurately based on the current content about “family life and home with relationships, problems and solutions in the family; different houses and living styles”. 997 THE ENGLISH LANGUAGE CURRICULUM
    • ENG.8.4.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “family life and home with relationships, problems and solutions in the family; different houses and living styles”.
    • ENG.8.4.W3 Students can construct new written content on “family life and home with relationships, problems and solutions in the family; different houses and living styles” based on their understanding of the model(s) provided.
    • ENG.8.4.W4 Students can practise producing written content based on the current theme “family life and home with relationships, problems and solutions in the family; different houses and living styles”.
    • ENG.8.4.W5 Students can engage in the process of writing related to the content on “family life and home with relationships, problems and solutions in the family; different houses and living styles”.
    • ENG.8.4.W6 Students can reconstruct their writing about the current theme on “family life and home with relationships, problems and solutions in the family; different houses and living styles” to communicate effectively about it.
    • ENG.8.4.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “family life and home with relationships, problems and solutions in the family; different houses and living styles” in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.8.4.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “family life and home with relationships, problems and solutions in the family; different houses and living styles” to develop holistic and conscious pronunciation sk
  • Vocabulary
    • ENG.8.4.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “family life and home with relationships, problems and solutions in the family; different houses and living styles” after recognising them in context and developing their conscious and inductive vocabulary learning skills.
  • Grammar
    • ENG.8.4.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “family life and home with relationships, problems and solutions in the family; different houses and living styles”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

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

  This theme focuses on 'life in the neighbourhood and city and social life' with sub-themes of sports events in the city and rural areas, and pros and cons of living in rural areas and in the city. Contextualised vocabulary, grammar, phonology and social language are integrated in communicative, collaborative activities tailored to learners' level.

  • Listening / Watching
    • ENG.8.5.L1 Students can prepare and get ready for listening (to)/watching about the current content on “life in the neighbourhood and city including social life with sports events in the city and rural areas; pros and cons of living in rural areas and in the city”.
    • ENG.8.5.L2 Students can bring together the information in the current content on “life in the neighbourhood and city including social life with sports events in the city and rural areas; pros and cons of living in rural areas and in the city”.
    • ENG.8.5.L3 Students can make sense of and derive meaning from the current content on “life in the neighbourhood and city including social life with sports events in the city and rural areas; pros and cons of living in rural areas and in the city”.
    • ENG.8.5.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “life in the neighbourhood and city including social life with sports events in the city and rural areas; pros and cons of living in rural areas and in the city” in relation to themselves or others, both individually and/ or with others.
  • Reading
    • ENG.8.5.R1 Students can prepare for reading the content on “life in the neighbourhood and city including social life with sports events in the city and rural areas; pros and cons of living in rural areas and in the city” efficiently and effectively.
    • ENG.8.5.R2 Students can bring information together about the current content on “life in the neighbourhood and city including social life with sports events in the city and rural areas; pros and cons of living in rural areas and in the city” through skimming, scanning and detailed reading.
    • ENG.8.5.R3 Students can make sense of and derive meaning from the current content on “life in the neighbourhood and city including social life with sports events in the city and rural areas; pros and cons of living in rural areas and in the city”.
    • ENG.8.5.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in the neighbourhood and city including social life with sports events in the city and rural areas; pros and cons of living in rural areas and in the city” in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.8.5.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the neighbourhood and city including social life with sports events in the city and rural areas; pros and cons of living in rural areas and in the city”.
    • ENG.8.5.S2 Students can analyse and understand the model content related to “life in the neighbourhood and city including social life with sports events in the city and rural areas; pros and cons of living in rural areas and in the city” to support the production of spoken language.
    • ENG.8.5.S3 Students can produce meaningful and accurate spoken content related to the current theme on “life in the neighbourhood and city including social life with sports events in the city and rural areas; pros and cons of living in rural areas and in the city”.
    • ENG.8.5.S4 Students can construct meaningful spoken content about “life in the neighbourhood and city including social life with sports events in the city and rural areas; pros and cons of living in rural areas and in the city” through efficient and meaningful practice.
    • ENG.8.5.S5 Students can reconstruct the information about “life in the neighbourhood and city including social life with sports events in the city and rural areas; pros and cons of living in rural areas and in the city” when communicating with others.
    • ENG.8.5.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the neighbourhood and city including social life with sports events in the city and rural areas; pros and cons of living in rural areas and in the city” in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.8.5.W1 Students can prepare for writing efficiently and accurately based on the current content about “life in the neighbourhood and city including social life with sports events in the city and rural areas; pros and cons of living in rural areas and in the city”.
    • ENG.8.5.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the neighbourhood and city including social life with sports events in the city and rural areas; pros and cons of living in rural areas and in the city”.
    • ENG.8.5.W3 Students can construct new written content on “life in the neighbourhood and city including social life with sports events in the city and rural areas; pros and cons of living in rural areas and in the city” based on their understanding of the model(s) provided.
    • ENG.8.5.W4 Students can practise producing written content based on the current theme “life in the neighbourhood and city including social life with sports events in the city and rural areas; pros and cons of living in rural areas and in the city”.
    • ENG.8.5.W5 Students can engage in the process of writing related to the content on “life in the neighbourhood and city including social life with sports events in the city and rural areas; pros and cons of living in rural areas and in the city”.
    • ENG.8.5.W6 Students can reconstruct their writing about the current theme on “life in the neighbourhood and city including social life with sports events in the city and rural areas; pros and cons of living in rural areas and in the city” to communicate effectively about it.
    • ENG.8.5.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the neighbourhood and city including social life with sports events in the city and rural areas; pros and cons of living in rural areas and in the city” in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.8.5.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in the neighbourhood and city including social life with sports events in the city and rural areas; pros and cons of living in rural areas and in the city” to d
  • Vocabulary
    • ENG.8.5.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the neighbourhood and city including social life with sports events in the city and rural areas; pros and cons of living in rural areas and in the city” after recognising them in context and developing their conscious and inductive vocabulary learning skills.
  • Grammar
    • ENG.8.5.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the neighbourhood and city including social life with sports events in the city and rural areas; pros and cons of living in rural areas and in the city”, after recognising them in context and developing their conscious and inductive grammaring skills t

  7. Theme 6: Life in the World and Culture (14 ders saati)

  This theme centres on 'life in the world and culture' covering different cooking styles and preferences in the world and different food cultures in the world. Contextualised vocabulary, grammar, phonology and social language are integrated in meaningful, communicative activities tailored to learners' interests and level.

  • Listening / Watching
    • ENG.8.6.L1 Students can prepare and get ready for listening (to)/watching about the current content on “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world”.
    • ENG.8.6.L2 Students can bring together the information in the current content on “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world”.
    • ENG.8.6.L3 Students can make sense of and derive meaning from the current content on “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world”.
    • ENG.8.6.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world” in relation to themselves or others, both individually and/or with others. 1043 THE ENGLISH LANGUAGE CURRICULUM
  • Reading
    • ENG.8.6.R1 Students can prepare for reading the content on “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world” efficiently and effectively.
    • ENG.8.6.R2 Students can bring information together about the current content on “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world” through skimming, scanning and detailed reading.
    • ENG.8.6.R3 Students can make sense of and derive meaning from the current content on “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world”.
    • ENG.8.6.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world” in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.8.6.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world”.
    • ENG.8.6.S2 Students can analyse and understand the model content related to “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world” to support the production of spoken language.
    • ENG.8.6.S3 Students can produce meaningful and accurate spoken content related to the current theme on “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world”.
    • ENG.8.6.S4 Students can construct meaningful spoken content about “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world” through efficient and meaningful practice.
    • ENG.8.6.S5 Students can reconstruct the information about “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world” when communicating with others.
    • ENG.8.6.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world” in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.8.6.W1 Students can prepare for writing efficiently and accurately based on the current content about “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world”. 1046 THE ENGLISH LANGUAGE CURRICULUM
    • ENG.8.6.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world”.
    • ENG.8.6.W3 Students can construct new written content on “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world” based on their understanding of the model(s) provided.
    • ENG.8.6.W4 Students can practise producing written content based on the current theme “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world”.
    • ENG.8.6.W5 Students can engage in the process of writing related to the content on “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world”. 1047 THE ENGLISH LANGUAGE CURRICULUM
    • ENG.8.6.W6 Students can reconstruct their writing about the current theme on “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world” to communicate effectively about it.
    • ENG.8.6.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world” in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.8.6.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world” to develop holistic and conscious pro
  • Vocabulary
    • ENG.8.6.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world” after recognising them in context and developing their conscious and inductive vocabulary learning skills.
  • Grammar
    • ENG.8.6.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and

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

  This theme focuses on 'life in nature and global problems' with sub-themes of natural disasters and their damage on animals and nature, and on people's lives. Contextualised vocabulary, grammar, phonology and social language are integrated in collaborative and communicative activities tailored to learners' level, interests and needs.

  • Listening / Watching
    • ENG.8.7.L1 Students can prepare and get ready for listening (to)/watching about the current content on “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives”.
    • ENG.8.7.L2 Students can bring together the information in the current content on “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives”.
    • ENG.8.7.L3 Students can make sense of and derive meaning from the current content on “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives”.
    • ENG.8.7.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives” in relation to themselves or others, both individually and/ or with others.
  • Reading
    • ENG.8.7.R1 Students can prepare for reading the content on “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives” efficiently and effectively.
    • ENG.8.7.R2 Students can bring information together about the current content on “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives” through skimming, scanning and detailed reading.
    • ENG.8.7.R3 Students can make sense of and derive meaning from the current content on “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives”.
    • ENG.8.7.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives” in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.8.7.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives”.
    • ENG.8.7.S2 Students can analyse and understand the model content related to “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives” to support the production of spoken language.
    • ENG.8.7.S3 Students can produce meaningful and accurate spoken content related to the current theme on “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives”. 1072 THE ENGLISH LANGUAGE CURRICULUM
    • ENG.8.7.S4 Students can construct meaningful spoken content about “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives” through efficient and meaningful practice.
    • ENG.8.7.S5 Students can reconstruct the information about “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives” when communicating with others.
    • ENG.8.7.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives” in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.8.7.W1 Students can prepare for writing efficiently and accurately based on the current content about “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives”.
    • ENG.8.7.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives”.
    • ENG.8.7.W3 Students can construct new written content on “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives” based on their understanding of the model(s) provided.
    • ENG.8.7.W4 Students can practise producing written content based on the current theme “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives”.
    • ENG.8.7.W5 Students can engage in the process of writing related to the content on “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives”.
    • ENG.8.7.W6 Students can reconstruct their writing about the current theme on “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives” to communicate effectively about it.
    • ENG.8.7.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives” in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.8.7.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives” to develop ho
  • Vocabulary
    • ENG.8.7.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives” after recognising them in context and developing their conscious and inductive vocabulary learning skills.
  • Grammar
    • ENG.8.7.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives”, after recognising them in context and developing their conscious and inductive grammaring skills through co

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

  This theme focuses on 'life in the universe and future' with sub-themes of transport in the future, self-driving cars, and flying vehicles in the future. Contextualised vocabulary, grammar, phonology and social language are integrated in meaningful communicative activities tailored to learners' needs and interests.

  • Listening / Watching
    • ENG.8.8.L1 Students can prepare and get ready for listening (to)/watching about the current content on “life in the universe and future with transport in the future; self-driving cars; flying vehicles in the future”.
    • ENG.8.8.L2 Students can bring together the information in the current content on “life in the universe and future with transport in the future; self-driving cars; flying vehicles in the future”.
    • ENG.8.8.L3 Students can make sense of and derive meaning from the current content on “life in the universe and future with transport in the future; self-driving cars; flying vehicles in the future”.
    • ENG.8.8.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 transport in the future; self-driving cars; flying vehicles in the future” in relation to themselves or others, both individually and/or with others. 1092 THE ENGLISH LANGUAGE CURRICULUM
  • Reading
    • ENG.8.8.R1 Students can prepare for reading the content on “life in the universe and future with transport in the future; self-driving cars; flying vehicles in the future” efficiently and effectively.
    • ENG.8.8.R2 Students can bring information together about the current content on “life in the universe and future with transport in the future; self-driving cars; flying vehicles in the future” through skimming, scanning and detailed reading.
    • ENG.8.8.R3 Students can make sense of and derive meaning from the current content on “life in the universe and future with transport in the future; self-driving cars; flying vehicles in the future”.
    • ENG.8.8.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 transport in the future; self-driving cars; flying vehicles in the future” in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.8.8.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the universe and future with transport in the future; self-driving cars; flying vehicles in the future”.
    • ENG.8.8.S2 Students can analyse and understand the model content related to “life in the universe and future with transport in the future; self-driving cars; flying vehicles in the future” to support the production of spoken language.
    • ENG.8.8.S3 Students can produce meaningful and accurate spoken content related to the current theme on “life in the universe and future with transport in the future; self-driving cars; flying vehicles in the future”.
    • ENG.8.8.S4 Students can construct meaningful spoken content about “life in the universe and future with transport in the future; self-driving cars; flying vehicles in the future” through efficient and meaningful practice.
    • ENG.8.8.S5 Students can reconstruct the information about “life in the universe and future with transport in the future; self-driving cars; flying vehicles in the future” when communicating with others.
    • ENG.8.8.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 transport in the future; self-driving cars; flying vehicles in the future” in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.8.8.W1 Students can prepare for writing efficiently and accurately based on the current content about “life in the universe and future with transport in the future; self-driving cars; flying vehicles in the future”. 1095 THE ENGLISH LANGUAGE CURRICULUM
    • ENG.8.8.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 transport in the future; self-driving cars; flying vehicles in the future”.
    • ENG.8.8.W3 Students can construct new written content on “life in the universe and future with transport in the future; self-driving cars; flying vehicles in the future” based on their understanding of the model(s) provided.
    • ENG.8.8.W4 Students can practise producing written content based on the current theme “life in the universe and future with transport in the future; self-driving cars; flying vehicles in the future”.
    • ENG.8.8.W5 Students can engage in the process of writing related to the content on “life in the universe and future with transport in the future; self-driving cars; flying vehicles in the future”.
    • ENG.8.8.W6 Students can reconstruct their writing about the current theme on “life in the universe and future with transport in the future; self-driving cars; flying vehicles in the future” to communicate effectively about it.
    • ENG.8.8.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 transport in the future; self-driving cars; flying vehicles in the future” in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.8.8.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 transport in the future; self-driving cars; flying vehicles in the future” to develop holistic and conscious pronunciation skill
  • Vocabulary
    • ENG.8.8.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 transport in the future; self- driving cars; flying vehicles in the future” after recognising them in context and developing their conscious and inductive vocabulary learning skills.
  • Grammar
    • ENG.8.8.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 transport in the future; self-driving cars; flying vehicles in the future”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness- raising and discovery.

  10. Revision Programme (16 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 A2.4 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.