Yıllık plan · Anadolu LisesiTYMM · 2026-2027

10. Sınıf İngilizce Yıllık Planı 2026-2027

10 ünite, 42 hafta, 42 öğrenme çıktısı. Türkiye Yüzyılı Maarif Modeli esas alınarak, hafta hafta tarihleriyle.

Sıradaki hafta

9. hafta · 9–13 Kasım 2026

Amazing Stories

  • Listening • Students will be able to fill in the missing information about life experiences and stories while listening. • Students will be able to obtain detailed information in the text to answer questions. Pronunciation • Students will be able to produce consonant sounds: /ʃ/, /ʧ/, /k/. Speaking • Students will be able to share amazing stories they have found on the Net. • Students will be able to express their opinions on stories. • Students will be able to use persuasion expressions in a conversation. • Students will be able to talk about their past abilities. Reading • Students will be able to skim and scan for main idea and details in the text. • Students will be able to identify the vocabulary and language functions related to the topic. • Students will be able to identify degree modifiers in the text or dialogue. • Students will be able to highlight the actions people are accustomed to do in the text or dialogue. Writing • Students will be able to write a biography of a person that they think have an amazing life or a success story. • Students will be able to use prepositional phrases such as by chance …, at a glance…, at random… in their writings. • Students will be able to use discourse markers such as then, after that, in the end, by the way in their writings.
Haftanın tam planıTüm haftalar

Tüm haftalar

Üniteye dokunun, haftalar açılsın

Sports

1–4. hafta · 4 hafta
  1. 1. hafta14–18 Eylül 2026
    • Listening • Students will be able to use given pictures to predict the content. • Students will be able to match the words with the pictures. • Students will be able to listen for details to complete the table. Pronunciation • Students will be able to practise /g/ and /dʒ/ sounds. Speaking • Students will be able to tell events that are fixed on a schedule or a calendar. • Students will be able to make a presentation about extreme sports. • Students will be able to use expressions about commenting on mistakes according to given situations. • Students will be able to talk about ethical values in sports. • Students will be able to talk about Turkish traditional/national sports such as wrestling, javelin. Reading • Students will be able to skim and scan a newspaper article about extreme sports. • Students will be able to identify transitive and intransitive verbs related to the topic. • Students will be able to answer the comprehension questions about sports and sport events in the text. Writing • Students will be able to draft the topic and supporting sentences of their writings. • Students will be able to write about an extreme sport for their own sports magazine. • Students will be able to design their own sports magazine in groups.
  2. 2. hafta21–25 Eylül 2026
    • Listening • Students will be able to use given pictures to predict the content. • Students will be able to match the words with the pictures. • Students will be able to listen for details to complete the table. Pronunciation • Students will be able to practise /g/ and /dʒ/ sounds. Speaking • Students will be able to tell events that are fixed on a schedule or a calendar. • Students will be able to make a presentation about extreme sports. • Students will be able to use expressions about commenting on mistakes according to given situations. • Students will be able to talk about ethical values in sports. • Students will be able to talk about Turkish traditional/national sports such as wrestling, javelin. Reading • Students will be able to skim and scan a newspaper article about extreme sports. • Students will be able to identify transitive and intransitive verbs related to the topic. • Students will be able to answer the comprehension questions about sports and sport events in the text. Writing • Students will be able to draft the topic and supporting sentences of their writings. • Students will be able to write about an extreme sport for their own sports magazine. • Students will be able to design their own sports magazine in groups.
  3. 3. hafta28 Eylül – 2 Ekim 2026
    • Listening • Students will be able to use given pictures to predict the content. • Students will be able to match the words with the pictures. • Students will be able to listen for details to complete the table. Pronunciation • Students will be able to practise /g/ and /dʒ/ sounds. Speaking • Students will be able to tell events that are fixed on a schedule or a calendar. • Students will be able to make a presentation about extreme sports. • Students will be able to use expressions about commenting on mistakes according to given situations. • Students will be able to talk about ethical values in sports. • Students will be able to talk about Turkish traditional/national sports such as wrestling, javelin. Reading • Students will be able to skim and scan a newspaper article about extreme sports. • Students will be able to identify transitive and intransitive verbs related to the topic. • Students will be able to answer the comprehension questions about sports and sport events in the text. Writing • Students will be able to draft the topic and supporting sentences of their writings. • Students will be able to write about an extreme sport for their own sports magazine. • Students will be able to design their own sports magazine in groups.
  4. 4. hafta5–9 Ekim 2026
    • Listening • Students will be able to use given pictures to predict the content. • Students will be able to match the words with the pictures. • Students will be able to listen for details to complete the table. Pronunciation • Students will be able to practise /g/ and /dʒ/ sounds. Speaking • Students will be able to tell events that are fixed on a schedule or a calendar. • Students will be able to make a presentation about extreme sports. • Students will be able to use expressions about commenting on mistakes according to given situations. • Students will be able to talk about ethical values in sports. • Students will be able to talk about Turkish traditional/national sports such as wrestling, javelin. Reading • Students will be able to skim and scan a newspaper article about extreme sports. • Students will be able to identify transitive and intransitive verbs related to the topic. • Students will be able to answer the comprehension questions about sports and sport events in the text. Writing • Students will be able to draft the topic and supporting sentences of their writings. • Students will be able to write about an extreme sport for their own sports magazine. • Students will be able to design their own sports magazine in groups.

Classics

4–7. hafta · 4 hafta
  1. 4. hafta5–9 Ekim 2026
    • Listening • Students will be able to put the past events in the correct order by listening to recorded text. • Students will be able to express their feelings after listening to a variety of classic movie soundtracks. Pronunciation • Students will be able to practice sentence stress correctly. Speaking • Students will be able to talk about their past life. • Students will be able to express their preferences about movies or books and reasons for their preferences. • Students will be able to share their thoughts about a book they read or a movie they have watched. • Students will be able to analyze character traits in books or movies they have read or watched. Reading • Students will be able to read a text about a well-known person such as a performer, film director, composer or an author and his/her works. • Students will be able to analyze the short story or movie finding out its plot, setting, characters and climax. • Students will be able to determine the meaning of new vocabulary using context clues. • Students will be able to interpret a poem. Writing • Students will be able to write a short descriptive paragraph about a movie or novel poster. • Students will be able to make an outline of their reviews. • Students will be able to write a film or a book review.
  2. 5. hafta12–16 Ekim 2026
    • Listening • Students will be able to put the past events in the correct order by listening to recorded text. • Students will be able to express their feelings after listening to a variety of classic movie soundtracks. Pronunciation • Students will be able to practice sentence stress correctly. Speaking • Students will be able to talk about their past life. • Students will be able to express their preferences about movies or books and reasons for their preferences. • Students will be able to share their thoughts about a book they read or a movie they have watched. • Students will be able to analyze character traits in books or movies they have read or watched. Reading • Students will be able to read a text about a well-known person such as a performer, film director, composer or an author and his/her works. • Students will be able to analyze the short story or movie finding out its plot, setting, characters and climax. • Students will be able to determine the meaning of new vocabulary using context clues. • Students will be able to interpret a poem. Writing • Students will be able to write a short descriptive paragraph about a movie or novel poster. • Students will be able to make an outline of their reviews. • Students will be able to write a film or a book review.
  3. 6. hafta19–23 Ekim 2026
    • Listening • Students will be able to put the past events in the correct order by listening to recorded text. • Students will be able to express their feelings after listening to a variety of classic movie soundtracks. Pronunciation • Students will be able to practice sentence stress correctly. Speaking • Students will be able to talk about their past life. • Students will be able to express their preferences about movies or books and reasons for their preferences. • Students will be able to share their thoughts about a book they read or a movie they have watched. • Students will be able to analyze character traits in books or movies they have read or watched. Reading • Students will be able to read a text about a well-known person such as a performer, film director, composer or an author and his/her works. • Students will be able to analyze the short story or movie finding out its plot, setting, characters and climax. • Students will be able to determine the meaning of new vocabulary using context clues. • Students will be able to interpret a poem. Writing • Students will be able to write a short descriptive paragraph about a movie or novel poster. • Students will be able to make an outline of their reviews. • Students will be able to write a film or a book review.
  4. 7. hafta26–30 Ekim 2026
    • Listening • Students will be able to put the past events in the correct order by listening to recorded text. • Students will be able to express their feelings after listening to a variety of classic movie soundtracks. Pronunciation • Students will be able to practice sentence stress correctly. Speaking • Students will be able to talk about their past life. • Students will be able to express their preferences about movies or books and reasons for their preferences. • Students will be able to share their thoughts about a book they read or a movie they have watched. • Students will be able to analyze character traits in books or movies they have read or watched. Reading • Students will be able to read a text about a well-known person such as a performer, film director, composer or an author and his/her works. • Students will be able to analyze the short story or movie finding out its plot, setting, characters and climax. • Students will be able to determine the meaning of new vocabulary using context clues. • Students will be able to interpret a poem. Writing • Students will be able to write a short descriptive paragraph about a movie or novel poster. • Students will be able to make an outline of their reviews. • Students will be able to write a film or a book review.

Amazing Stories

8–11. hafta · 4 hafta
  1. 8. hafta2–6 Kasım 2026
    • Listening • Students will be able to fill in the missing information about life experiences and stories while listening. • Students will be able to obtain detailed information in the text to answer questions. Pronunciation • Students will be able to produce consonant sounds: /ʃ/, /ʧ/, /k/. Speaking • Students will be able to share amazing stories they have found on the Net. • Students will be able to express their opinions on stories. • Students will be able to use persuasion expressions in a conversation. • Students will be able to talk about their past abilities. Reading • Students will be able to skim and scan for main idea and details in the text. • Students will be able to identify the vocabulary and language functions related to the topic. • Students will be able to identify degree modifiers in the text or dialogue. • Students will be able to highlight the actions people are accustomed to do in the text or dialogue. Writing • Students will be able to write a biography of a person that they think have an amazing life or a success story. • Students will be able to use prepositional phrases such as by chance …, at a glance…, at random… in their writings. • Students will be able to use discourse markers such as then, after that, in the end, by the way in their writings.
  2. 9. hafta9–13 Kasım 2026
    • Listening • Students will be able to fill in the missing information about life experiences and stories while listening. • Students will be able to obtain detailed information in the text to answer questions. Pronunciation • Students will be able to produce consonant sounds: /ʃ/, /ʧ/, /k/. Speaking • Students will be able to share amazing stories they have found on the Net. • Students will be able to express their opinions on stories. • Students will be able to use persuasion expressions in a conversation. • Students will be able to talk about their past abilities. Reading • Students will be able to skim and scan for main idea and details in the text. • Students will be able to identify the vocabulary and language functions related to the topic. • Students will be able to identify degree modifiers in the text or dialogue. • Students will be able to highlight the actions people are accustomed to do in the text or dialogue. Writing • Students will be able to write a biography of a person that they think have an amazing life or a success story. • Students will be able to use prepositional phrases such as by chance …, at a glance…, at random… in their writings. • Students will be able to use discourse markers such as then, after that, in the end, by the way in their writings.
  3. 10. hafta23–27 Kasım 2026
    • Listening • Students will be able to fill in the missing information about life experiences and stories while listening. • Students will be able to obtain detailed information in the text to answer questions. Pronunciation • Students will be able to produce consonant sounds: /ʃ/, /ʧ/, /k/. Speaking • Students will be able to share amazing stories they have found on the Net. • Students will be able to express their opinions on stories. • Students will be able to use persuasion expressions in a conversation. • Students will be able to talk about their past abilities. Reading • Students will be able to skim and scan for main idea and details in the text. • Students will be able to identify the vocabulary and language functions related to the topic. • Students will be able to identify degree modifiers in the text or dialogue. • Students will be able to highlight the actions people are accustomed to do in the text or dialogue. Writing • Students will be able to write a biography of a person that they think have an amazing life or a success story. • Students will be able to use prepositional phrases such as by chance …, at a glance…, at random… in their writings. • Students will be able to use discourse markers such as then, after that, in the end, by the way in their writings.
  4. 11. hafta30 Kasım – 4 Aralık 2026
    • Listening • Students will be able to fill in the missing information about life experiences and stories while listening. • Students will be able to obtain detailed information in the text to answer questions. Pronunciation • Students will be able to produce consonant sounds: /ʃ/, /ʧ/, /k/. Speaking • Students will be able to share amazing stories they have found on the Net. • Students will be able to express their opinions on stories. • Students will be able to use persuasion expressions in a conversation. • Students will be able to talk about their past abilities. Reading • Students will be able to skim and scan for main idea and details in the text. • Students will be able to identify the vocabulary and language functions related to the topic. • Students will be able to identify degree modifiers in the text or dialogue. • Students will be able to highlight the actions people are accustomed to do in the text or dialogue. Writing • Students will be able to write a biography of a person that they think have an amazing life or a success story. • Students will be able to use prepositional phrases such as by chance …, at a glance…, at random… in their writings. • Students will be able to use discourse markers such as then, after that, in the end, by the way in their writings.

Advertising

11–14. hafta · 4 hafta
  1. 11. hafta30 Kasım – 4 Aralık 2026
    • Listening • Students will be able to match advertisements/commercials they listen with the related pictures. • Students will be able to listen for specific information in the context. • Students will be able to comment on the speaker’s feelings such as aggressive, confident. Pronunciation • Students will be able to intonate sentences correctly so as to show annoyance, discomfort such as “What do you mean? You still here, right? Oh my God, this is the park?”. Speaking • Students will be able to talk about their favourite commercials on TV. • Students will be able to show their discomfort and annoyance in conversations. • Students will be able to participate in a discussion about the effects of advertisements on people. • Students will be able to talk about the relation between the increasing population of consumers in society and advertising. • Students will be able to express reluctance in their speech. Reading • Students will be able to identify words that give gradually strong meaning. • Students will be able to use context clues to get main ideas. • Students will be able to highlight the verbs, such as earn, withdraw etc. and phrasal verbs, such as put aside, blow on, related to money. • Students will be able to analyse an impersonal style and personal style of passive while reading. Writing • Students will be able to write a letter to apply for an exchange programme using prepositional phrases such as for hire/ sale, in demand, in fashion, etc. • Students will be able to prepare an advertisement poster of a product.
  2. 12. hafta7–11 Aralık 2026
    • Listening • Students will be able to match advertisements/commercials they listen with the related pictures. • Students will be able to listen for specific information in the context. • Students will be able to comment on the speaker’s feelings such as aggressive, confident. Pronunciation • Students will be able to intonate sentences correctly so as to show annoyance, discomfort such as “What do you mean? You still here, right? Oh my God, this is the park?”. Speaking • Students will be able to talk about their favourite commercials on TV. • Students will be able to show their discomfort and annoyance in conversations. • Students will be able to participate in a discussion about the effects of advertisements on people. • Students will be able to talk about the relation between the increasing population of consumers in society and advertising. • Students will be able to express reluctance in their speech. Reading • Students will be able to identify words that give gradually strong meaning. • Students will be able to use context clues to get main ideas. • Students will be able to highlight the verbs, such as earn, withdraw etc. and phrasal verbs, such as put aside, blow on, related to money. • Students will be able to analyse an impersonal style and personal style of passive while reading. Writing • Students will be able to write a letter to apply for an exchange programme using prepositional phrases such as for hire/ sale, in demand, in fashion, etc. • Students will be able to prepare an advertisement poster of a product.
  3. 13. hafta14–18 Aralık 2026
    • Listening • Students will be able to match advertisements/commercials they listen with the related pictures. • Students will be able to listen for specific information in the context. • Students will be able to comment on the speaker’s feelings such as aggressive, confident. Pronunciation • Students will be able to intonate sentences correctly so as to show annoyance, discomfort such as “What do you mean? You still here, right? Oh my God, this is the park?”. Speaking • Students will be able to talk about their favourite commercials on TV. • Students will be able to show their discomfort and annoyance in conversations. • Students will be able to participate in a discussion about the effects of advertisements on people. • Students will be able to talk about the relation between the increasing population of consumers in society and advertising. • Students will be able to express reluctance in their speech. Reading • Students will be able to identify words that give gradually strong meaning. • Students will be able to use context clues to get main ideas. • Students will be able to highlight the verbs, such as earn, withdraw etc. and phrasal verbs, such as put aside, blow on, related to money. • Students will be able to analyse an impersonal style and personal style of passive while reading. Writing • Students will be able to write a letter to apply for an exchange programme using prepositional phrases such as for hire/ sale, in demand, in fashion, etc. • Students will be able to prepare an advertisement poster of a product.
  4. 14. hafta21–25 Aralık 2026
    • Listening • Students will be able to match advertisements/commercials they listen with the related pictures. • Students will be able to listen for specific information in the context. • Students will be able to comment on the speaker’s feelings such as aggressive, confident. Pronunciation • Students will be able to intonate sentences correctly so as to show annoyance, discomfort such as “What do you mean? You still here, right? Oh my God, this is the park?”. Speaking • Students will be able to talk about their favourite commercials on TV. • Students will be able to show their discomfort and annoyance in conversations. • Students will be able to participate in a discussion about the effects of advertisements on people. • Students will be able to talk about the relation between the increasing population of consumers in society and advertising. • Students will be able to express reluctance in their speech. Reading • Students will be able to identify words that give gradually strong meaning. • Students will be able to use context clues to get main ideas. • Students will be able to highlight the verbs, such as earn, withdraw etc. and phrasal verbs, such as put aside, blow on, related to money. • Students will be able to analyse an impersonal style and personal style of passive while reading. Writing • Students will be able to write a letter to apply for an exchange programme using prepositional phrases such as for hire/ sale, in demand, in fashion, etc. • Students will be able to prepare an advertisement poster of a product.

Life in Future

15–18. hafta · 4 hafta
  1. 15. hafta28 Aralık 2026 – 1 Ocak 2027
    • Listening • Students will be able to find out main idea. • Students will be able to take notes on details for given activities. Pronunciation • Students will be able to identify and produce these vowel sounds: /ɒ/, /ɔː/. Speaking • Students will be able to talk to each other on their future life fluently and spontaneously. • Students will be able to talk about conditions people will have been living a hundred years later. • Students will be able to accept and refuse proposal. • Students will be able to use future expressions, such as be about to, be bound to in their speech. Reading • Students will be able to read a passage or a dialogue to find out main idea and details. • Students will be able to guess the meaning of the vocabulary in the text. • Students will be able to match the words with the pictures or definitions. • Students will be able to highlight word phrases about time. Writing • Students will be able to make an outline (e.g. introduction, developing and conclusion paragraphs) to write an essay. • Students will be able to write a short essay about life in the future. • Students will be able to use linkers of addition or contrast using the words and phrases previously mentioned.
  2. 16. hafta4–8 Ocak 2027
    • Listening • Students will be able to find out main idea. • Students will be able to take notes on details for given activities. Pronunciation • Students will be able to identify and produce these vowel sounds: /ɒ/, /ɔː/. Speaking • Students will be able to talk to each other on their future life fluently and spontaneously. • Students will be able to talk about conditions people will have been living a hundred years later. • Students will be able to accept and refuse proposal. • Students will be able to use future expressions, such as be about to, be bound to in their speech. Reading • Students will be able to read a passage or a dialogue to find out main idea and details. • Students will be able to guess the meaning of the vocabulary in the text. • Students will be able to match the words with the pictures or definitions. • Students will be able to highlight word phrases about time. Writing • Students will be able to make an outline (e.g. introduction, developing and conclusion paragraphs) to write an essay. • Students will be able to write a short essay about life in the future. • Students will be able to use linkers of addition or contrast using the words and phrases previously mentioned.
  3. 17. hafta11–15 Ocak 2027
    • Listening • Students will be able to find out main idea. • Students will be able to take notes on details for given activities. Pronunciation • Students will be able to identify and produce these vowel sounds: /ɒ/, /ɔː/. Speaking • Students will be able to talk to each other on their future life fluently and spontaneously. • Students will be able to talk about conditions people will have been living a hundred years later. • Students will be able to accept and refuse proposal. • Students will be able to use future expressions, such as be about to, be bound to in their speech. Reading • Students will be able to read a passage or a dialogue to find out main idea and details. • Students will be able to guess the meaning of the vocabulary in the text. • Students will be able to match the words with the pictures or definitions. • Students will be able to highlight word phrases about time. Writing • Students will be able to make an outline (e.g. introduction, developing and conclusion paragraphs) to write an essay. • Students will be able to write a short essay about life in the future. • Students will be able to use linkers of addition or contrast using the words and phrases previously mentioned.
  4. 18. hafta18–22 Ocak 2027
    • Listening • Students will be able to find out main idea. • Students will be able to take notes on details for given activities. Pronunciation • Students will be able to identify and produce these vowel sounds: /ɒ/, /ɔː/. Speaking • Students will be able to talk to each other on their future life fluently and spontaneously. • Students will be able to talk about conditions people will have been living a hundred years later. • Students will be able to accept and refuse proposal. • Students will be able to use future expressions, such as be about to, be bound to in their speech. Reading • Students will be able to read a passage or a dialogue to find out main idea and details. • Students will be able to guess the meaning of the vocabulary in the text. • Students will be able to match the words with the pictures or definitions. • Students will be able to highlight word phrases about time. Writing • Students will be able to make an outline (e.g. introduction, developing and conclusion paragraphs) to write an essay. • Students will be able to write a short essay about life in the future. • Students will be able to use linkers of addition or contrast using the words and phrases previously mentioned.

Generation Gap

19–22. hafta · 5 hafta
  1. 19. hafta8–12 Şubat 2027
    • Listening • Students will be able to identify the conflicts between different generations. • Students will be able to take notes about the topic and details such as different experiences, opinions, habits and behaviours. • Students will be able to listen for details in order to find out the missing information. • Students will be able to respond to questions about the topic in the text. Pronunciation • Students will be able to use different ways of intonation to express different ideas. Speaking • Students will be able to talk about the difference in values and attitudes between one generation and another. • Students will be able to ask for and give advice about problems between generations. • Students will be able to talk about something that their friends, teachers or parents did for them or someone else. • Students will be able to talk about respect to elderly people. Reading • Students will be able to analyze what the problems are about generation gap in the text. • Students will be able to use lexis and jargon in the text. • Students will be able to differentiate confusing words in appropriate situations. • Students will be able to match the phrasal verbs related to family life and their meanings. • Students will be able to find the correct advice for the given problems. Writing • Students will be able to write an argumentative essay about the problems caused by the generation gap. • Students will be able to write an advice page about conflicts between generations. • Students will be able to write a note asking someone to have something done.
  2. 20. hafta15–19 Şubat 2027
    • Listening • Students will be able to identify the conflicts between different generations. • Students will be able to take notes about the topic and details such as different experiences, opinions, habits and behaviours. • Students will be able to listen for details in order to find out the missing information. • Students will be able to respond to questions about the topic in the text. Pronunciation • Students will be able to use different ways of intonation to express different ideas. Speaking • Students will be able to talk about the difference in values and attitudes between one generation and another. • Students will be able to ask for and give advice about problems between generations. • Students will be able to talk about something that their friends, teachers or parents did for them or someone else. • Students will be able to talk about respect to elderly people. Reading • Students will be able to analyze what the problems are about generation gap in the text. • Students will be able to use lexis and jargon in the text. • Students will be able to differentiate confusing words in appropriate situations. • Students will be able to match the phrasal verbs related to family life and their meanings. • Students will be able to find the correct advice for the given problems. Writing • Students will be able to write an argumentative essay about the problems caused by the generation gap. • Students will be able to write an advice page about conflicts between generations. • Students will be able to write a note asking someone to have something done.
  3. 21. hafta22–26 Şubat 2027
    • Listening • Students will be able to identify the conflicts between different generations. • Students will be able to take notes about the topic and details such as different experiences, opinions, habits and behaviours. • Students will be able to listen for details in order to find out the missing information. • Students will be able to respond to questions about the topic in the text. Pronunciation • Students will be able to use different ways of intonation to express different ideas. Speaking • Students will be able to talk about the difference in values and attitudes between one generation and another. • Students will be able to ask for and give advice about problems between generations. • Students will be able to talk about something that their friends, teachers or parents did for them or someone else. • Students will be able to talk about respect to elderly people. Reading • Students will be able to analyze what the problems are about generation gap in the text. • Students will be able to use lexis and jargon in the text. • Students will be able to differentiate confusing words in appropriate situations. • Students will be able to match the phrasal verbs related to family life and their meanings. • Students will be able to find the correct advice for the given problems. Writing • Students will be able to write an argumentative essay about the problems caused by the generation gap. • Students will be able to write an advice page about conflicts between generations. • Students will be able to write a note asking someone to have something done.
  4. 22. hafta1–5 Mart 2027
    • Listening • Students will be able to identify the conflicts between different generations. • Students will be able to take notes about the topic and details such as different experiences, opinions, habits and behaviours. • Students will be able to listen for details in order to find out the missing information. • Students will be able to respond to questions about the topic in the text. Pronunciation • Students will be able to use different ways of intonation to express different ideas. Speaking • Students will be able to talk about the difference in values and attitudes between one generation and another. • Students will be able to ask for and give advice about problems between generations. • Students will be able to talk about something that their friends, teachers or parents did for them or someone else. • Students will be able to talk about respect to elderly people. Reading • Students will be able to analyze what the problems are about generation gap in the text. • Students will be able to use lexis and jargon in the text. • Students will be able to differentiate confusing words in appropriate situations. • Students will be able to match the phrasal verbs related to family life and their meanings. • Students will be able to find the correct advice for the given problems. Writing • Students will be able to write an argumentative essay about the problems caused by the generation gap. • Students will be able to write an advice page about conflicts between generations. • Students will be able to write a note asking someone to have something done.
  5. 22. hafta1–5 Mart 2027
    • Listening • Students will be able to identify the conflicts between different generations. • Students will be able to take notes about the topic and details such as different experiences, opinions, habits and behaviours. • Students will be able to listen for details in order to find out the missing information. • Students will be able to respond to questions about the topic in the text. Pronunciation • Students will be able to use different ways of intonation to express different ideas. Speaking • Students will be able to talk about the difference in values and attitudes between one generation and another. • Students will be able to ask for and give advice about problems between generations. • Students will be able to talk about something that their friends, teachers or parents did for them or someone else. • Students will be able to talk about respect to elderly people. Reading • Students will be able to analyze what the problems are about generation gap in the text. • Students will be able to use lexis and jargon in the text. • Students will be able to differentiate confusing words in appropriate situations. • Students will be able to match the phrasal verbs related to family life and their meanings. • Students will be able to find the correct advice for the given problems. Writing • Students will be able to write an argumentative essay about the problems caused by the generation gap. • Students will be able to write an advice page about conflicts between generations. • Students will be able to write a note asking someone to have something done.

Conflict

23–26. hafta · 4 hafta
  1. 23. hafta15–19 Mart 2027
    • Listening • Students will be able to grasp what the problem is in a dialogue. • Students will be able to take notes about how to resolve conflicts in the listening text. Pronunciation • Students will be able to intonate sentences correctly so as to show people’s moods. Speaking • Students will be able to make a formal telephone conversation about a faulty product. • Students will be able to discuss how to deal with conflicts. • Students will be able to represent a state of conflict through role playing. • Students will be able to offer solutions for given problems. Reading • Students will be able to scan and skim the text for main idea and details in the text. • Students will be able to identify the lexis and jargon related to conflict. • Students will be able to match the meanings with the phrasal verbs related to the topic. • Students will be able to identify the clauses that give crucial information, such as what, where, how, which in the text. Writing • Students will be able to make an outline to write a complaint letter. • Students will be able to use linking words in their letters. • Students will be able to write a complaint letter using key words.
  2. 24. hafta22–26 Mart 2027
    • Listening • Students will be able to grasp what the problem is in a dialogue. • Students will be able to take notes about how to resolve conflicts in the listening text. Pronunciation • Students will be able to intonate sentences correctly so as to show people’s moods. Speaking • Students will be able to make a formal telephone conversation about a faulty product. • Students will be able to discuss how to deal with conflicts. • Students will be able to represent a state of conflict through role playing. • Students will be able to offer solutions for given problems. Reading • Students will be able to scan and skim the text for main idea and details in the text. • Students will be able to identify the lexis and jargon related to conflict. • Students will be able to match the meanings with the phrasal verbs related to the topic. • Students will be able to identify the clauses that give crucial information, such as what, where, how, which in the text. Writing • Students will be able to make an outline to write a complaint letter. • Students will be able to use linking words in their letters. • Students will be able to write a complaint letter using key words.
  3. 25. hafta29 Mart – 2 Nisan 2027
    • Listening • Students will be able to grasp what the problem is in a dialogue. • Students will be able to take notes about how to resolve conflicts in the listening text. Pronunciation • Students will be able to intonate sentences correctly so as to show people’s moods. Speaking • Students will be able to make a formal telephone conversation about a faulty product. • Students will be able to discuss how to deal with conflicts. • Students will be able to represent a state of conflict through role playing. • Students will be able to offer solutions for given problems. Reading • Students will be able to scan and skim the text for main idea and details in the text. • Students will be able to identify the lexis and jargon related to conflict. • Students will be able to match the meanings with the phrasal verbs related to the topic. • Students will be able to identify the clauses that give crucial information, such as what, where, how, which in the text. Writing • Students will be able to make an outline to write a complaint letter. • Students will be able to use linking words in their letters. • Students will be able to write a complaint letter using key words.
  4. 26. hafta5–9 Nisan 2027
    • Listening • Students will be able to grasp what the problem is in a dialogue. • Students will be able to take notes about how to resolve conflicts in the listening text. Pronunciation • Students will be able to intonate sentences correctly so as to show people’s moods. Speaking • Students will be able to make a formal telephone conversation about a faulty product. • Students will be able to discuss how to deal with conflicts. • Students will be able to represent a state of conflict through role playing. • Students will be able to offer solutions for given problems. Reading • Students will be able to scan and skim the text for main idea and details in the text. • Students will be able to identify the lexis and jargon related to conflict. • Students will be able to match the meanings with the phrasal verbs related to the topic. • Students will be able to identify the clauses that give crucial information, such as what, where, how, which in the text. Writing • Students will be able to make an outline to write a complaint letter. • Students will be able to use linking words in their letters. • Students will be able to write a complaint letter using key words.

Crime in Society

26–29. hafta · 5 hafta
  1. 26. hafta5–9 Nisan 2027
    • Listening • Students will be able to follow the statistical information about social issues to complete the table. • Students will be able to listen to identify disapproving expressions while listening such as how appalling, how dreadful. Pronunciation • Students will be able to identify words with letters representing no sound such as knock, honour, hour, half. Speaking • Students will be able to discuss about reasons of crimes. • Students will be able to talk about types of crimes such as cyber crimes, property crimes. • Students will be able to talk about importance of social ethics. • Students will be able to give suggestions about how to reduce crimes. • Students will be able to use expression of disapproving of an action in a dialogue. Reading • Students will be able to read a survey results related to the topic to find the facts and generalisations out. • Students will be able to identify vocabulary, phrases related to the topic. • Students will be able to find out participle phrases in the text. • Students will be able to highlight free choice expressions in the text such as whenever, wherever, whoever. • Students will be able to identify idiomatic collocations such as aggravated robbery, calculated risk, disturbing the peace. Writing • Students will be able to make an outline for their survey report (e.g. introduction, generalization, referring to a fact). • Students will be able to write a survey report they have read by using present participle.
  2. 27. hafta12–16 Nisan 2027
    • Listening • Students will be able to follow the statistical information about social issues to complete the table. • Students will be able to listen to identify disapproving expressions while listening such as how appalling, how dreadful. Pronunciation • Students will be able to identify words with letters representing no sound such as knock, honour, hour, half. Speaking • Students will be able to discuss about reasons of crimes. • Students will be able to talk about types of crimes such as cyber crimes, property crimes. • Students will be able to talk about importance of social ethics. • Students will be able to give suggestions about how to reduce crimes. • Students will be able to use expression of disapproving of an action in a dialogue. Reading • Students will be able to read a survey results related to the topic to find the facts and generalisations out. • Students will be able to identify vocabulary, phrases related to the topic. • Students will be able to find out participle phrases in the text. • Students will be able to highlight free choice expressions in the text such as whenever, wherever, whoever. • Students will be able to identify idiomatic collocations such as aggravated robbery, calculated risk, disturbing the peace. Writing • Students will be able to make an outline for their survey report (e.g. introduction, generalization, referring to a fact). • Students will be able to write a survey report they have read by using present participle.
  3. 28. hafta19–23 Nisan 2027
    • Listening • Students will be able to follow the statistical information about social issues to complete the table. • Students will be able to listen to identify disapproving expressions while listening such as how appalling, how dreadful. Pronunciation • Students will be able to identify words with letters representing no sound such as knock, honour, hour, half. Speaking • Students will be able to discuss about reasons of crimes. • Students will be able to talk about types of crimes such as cyber crimes, property crimes. • Students will be able to talk about importance of social ethics. • Students will be able to give suggestions about how to reduce crimes. • Students will be able to use expression of disapproving of an action in a dialogue. Reading • Students will be able to read a survey results related to the topic to find the facts and generalisations out. • Students will be able to identify vocabulary, phrases related to the topic. • Students will be able to find out participle phrases in the text. • Students will be able to highlight free choice expressions in the text such as whenever, wherever, whoever. • Students will be able to identify idiomatic collocations such as aggravated robbery, calculated risk, disturbing the peace. Writing • Students will be able to make an outline for their survey report (e.g. introduction, generalization, referring to a fact). • Students will be able to write a survey report they have read by using present participle.
  4. 29. hafta26–30 Nisan 2027
    • Listening • Students will be able to follow the statistical information about social issues to complete the table. • Students will be able to listen to identify disapproving expressions while listening such as how appalling, how dreadful. Pronunciation • Students will be able to identify words with letters representing no sound such as knock, honour, hour, half. Speaking • Students will be able to discuss about reasons of crimes. • Students will be able to talk about types of crimes such as cyber crimes, property crimes. • Students will be able to talk about importance of social ethics. • Students will be able to give suggestions about how to reduce crimes. • Students will be able to use expression of disapproving of an action in a dialogue. Reading • Students will be able to read a survey results related to the topic to find the facts and generalisations out. • Students will be able to identify vocabulary, phrases related to the topic. • Students will be able to find out participle phrases in the text. • Students will be able to highlight free choice expressions in the text such as whenever, wherever, whoever. • Students will be able to identify idiomatic collocations such as aggravated robbery, calculated risk, disturbing the peace. Writing • Students will be able to make an outline for their survey report (e.g. introduction, generalization, referring to a fact). • Students will be able to write a survey report they have read by using present participle.
  5. 29. hafta26–30 Nisan 2027
    • Listening • Students will be able to follow the statistical information about social issues to complete the table. • Students will be able to listen to identify disapproving expressions while listening such as how appalling, how dreadful. Pronunciation • Students will be able to identify words with letters representing no sound such as knock, honour, hour, half. Speaking • Students will be able to discuss about reasons of crimes. • Students will be able to talk about types of crimes such as cyber crimes, property crimes. • Students will be able to talk about importance of social ethics. • Students will be able to give suggestions about how to reduce crimes. • Students will be able to use expression of disapproving of an action in a dialogue. Reading • Students will be able to read a survey results related to the topic to find the facts and generalisations out. • Students will be able to identify vocabulary, phrases related to the topic. • Students will be able to find out participle phrases in the text. • Students will be able to highlight free choice expressions in the text such as whenever, wherever, whoever. • Students will be able to identify idiomatic collocations such as aggravated robbery, calculated risk, disturbing the peace. Writing • Students will be able to make an outline for their survey report (e.g. introduction, generalization, referring to a fact). • Students will be able to write a survey report they have read by using present participle.

Unusual Lives

30–33. hafta · 4 hafta
  1. 30. hafta3–7 Mayıs 2027
    • Listening • Students will be able to identify detailed information about an unusual life in a text or dialogue. • Students will be able to respond to questions using vocabulary related to the topic. Pronunciation • Students will be able to pronounce /eə/ and /ɪə/. Speaking • Students will be able to make a presentation about unusual lives which they’ve searched on the Net. • Students will be able to talk about people they know that have unusual jobs, hobbies or lifestyle. • Students will be able to talk about advantages and disadvantages of having unusual lifestyles. • Students will be able to discuss on what kind of unusual lifestyle they would choose if they had a chance. Reading • Students will be able to catch the main idea and supporting ideas about unusual, weird, funny lifestyles in the text. • Students will be able to match related lexis and expressions in the text. • Students will be able to highlight past participle phrase in the text. • Students will be able to find out mixed conditional statements while reading. Writing • Students will be able to search unusual life stories on the Net to write a descriptive essay about an unusual person in detail. • Students will be able to use past participle in their writings.
  2. 31. hafta10–14 Mayıs 2027
    • Listening • Students will be able to identify detailed information about an unusual life in a text or dialogue. • Students will be able to respond to questions using vocabulary related to the topic. Pronunciation • Students will be able to pronounce /eə/ and /ɪə/. Speaking • Students will be able to make a presentation about unusual lives which they’ve searched on the Net. • Students will be able to talk about people they know that have unusual jobs, hobbies or lifestyle. • Students will be able to talk about advantages and disadvantages of having unusual lifestyles. • Students will be able to discuss on what kind of unusual lifestyle they would choose if they had a chance. Reading • Students will be able to catch the main idea and supporting ideas about unusual, weird, funny lifestyles in the text. • Students will be able to match related lexis and expressions in the text. • Students will be able to highlight past participle phrase in the text. • Students will be able to find out mixed conditional statements while reading. Writing • Students will be able to search unusual life stories on the Net to write a descriptive essay about an unusual person in detail. • Students will be able to use past participle in their writings.
  3. 32. hafta17–21 Mayıs 2027
    • Listening • Students will be able to identify detailed information about an unusual life in a text or dialogue. • Students will be able to respond to questions using vocabulary related to the topic. Pronunciation • Students will be able to pronounce /eə/ and /ɪə/. Speaking • Students will be able to make a presentation about unusual lives which they’ve searched on the Net. • Students will be able to talk about people they know that have unusual jobs, hobbies or lifestyle. • Students will be able to talk about advantages and disadvantages of having unusual lifestyles. • Students will be able to discuss on what kind of unusual lifestyle they would choose if they had a chance. Reading • Students will be able to catch the main idea and supporting ideas about unusual, weird, funny lifestyles in the text. • Students will be able to match related lexis and expressions in the text. • Students will be able to highlight past participle phrase in the text. • Students will be able to find out mixed conditional statements while reading. Writing • Students will be able to search unusual life stories on the Net to write a descriptive essay about an unusual person in detail. • Students will be able to use past participle in their writings.
  4. 33. hafta24–28 Mayıs 2027
    • Listening • Students will be able to identify detailed information about an unusual life in a text or dialogue. • Students will be able to respond to questions using vocabulary related to the topic. Pronunciation • Students will be able to pronounce /eə/ and /ɪə/. Speaking • Students will be able to make a presentation about unusual lives which they’ve searched on the Net. • Students will be able to talk about people they know that have unusual jobs, hobbies or lifestyle. • Students will be able to talk about advantages and disadvantages of having unusual lifestyles. • Students will be able to discuss on what kind of unusual lifestyle they would choose if they had a chance. Reading • Students will be able to catch the main idea and supporting ideas about unusual, weird, funny lifestyles in the text. • Students will be able to match related lexis and expressions in the text. • Students will be able to highlight past participle phrase in the text. • Students will be able to find out mixed conditional statements while reading. Writing • Students will be able to search unusual life stories on the Net to write a descriptive essay about an unusual person in detail. • Students will be able to use past participle in their writings.

Education

33–36. hafta · 4 hafta
  1. 33. hafta24–28 Mayıs 2027
    • Listening • Students will be able to catch the required information about facilities, rules, timing, problems of a different education system. • Students will be able to complete the table with the information about the related topic. • Students will be able to identify reasons and results in the text. Pronunciation • Students will be able to pronounce the sounds /ʌ/, /ɑː/. Speaking • Students will be able to talk about an unlikely situation. • Students will be able to talk about the national school system. • Students will be able to compare similarities and differences between two educational systems. • Students will be able to talk about nonverbal communication. • Students will be able to express reasons and results in their speech. Reading • Students will be able to skim and scan authentic material about the related topic from different sources such as Internet, magazines, newspapers to get the main idea and the details. • Students will be able to guess the meaning of vocabulary from the context. • Students will be able to match phrasal verbs related to the topic with the definitions. Writing • Students will be able to write a Curriculum Vitae (CV) with a job application letter. • Students will be able to fill out an online job application form.
  2. 34. hafta31 Mayıs – 4 Haziran 2027
    • Listening • Students will be able to catch the required information about facilities, rules, timing, problems of a different education system. • Students will be able to complete the table with the information about the related topic. • Students will be able to identify reasons and results in the text. Pronunciation • Students will be able to pronounce the sounds /ʌ/, /ɑː/. Speaking • Students will be able to talk about an unlikely situation. • Students will be able to talk about the national school system. • Students will be able to compare similarities and differences between two educational systems. • Students will be able to talk about nonverbal communication. • Students will be able to express reasons and results in their speech. Reading • Students will be able to skim and scan authentic material about the related topic from different sources such as Internet, magazines, newspapers to get the main idea and the details. • Students will be able to guess the meaning of vocabulary from the context. • Students will be able to match phrasal verbs related to the topic with the definitions. Writing • Students will be able to write a Curriculum Vitae (CV) with a job application letter. • Students will be able to fill out an online job application form.
  3. 35. hafta7–11 Haziran 2027
    • Listening • Students will be able to catch the required information about facilities, rules, timing, problems of a different education system. • Students will be able to complete the table with the information about the related topic. • Students will be able to identify reasons and results in the text. Pronunciation • Students will be able to pronounce the sounds /ʌ/, /ɑː/. Speaking • Students will be able to talk about an unlikely situation. • Students will be able to talk about the national school system. • Students will be able to compare similarities and differences between two educational systems. • Students will be able to talk about nonverbal communication. • Students will be able to express reasons and results in their speech. Reading • Students will be able to skim and scan authentic material about the related topic from different sources such as Internet, magazines, newspapers to get the main idea and the details. • Students will be able to guess the meaning of vocabulary from the context. • Students will be able to match phrasal verbs related to the topic with the definitions. Writing • Students will be able to write a Curriculum Vitae (CV) with a job application letter. • Students will be able to fill out an online job application form.
  4. 36. hafta14–18 Haziran 2027
    • Listening • Students will be able to catch the required information about facilities, rules, timing, problems of a different education system. • Students will be able to complete the table with the information about the related topic. • Students will be able to identify reasons and results in the text. Pronunciation • Students will be able to pronounce the sounds /ʌ/, /ɑː/. Speaking • Students will be able to talk about an unlikely situation. • Students will be able to talk about the national school system. • Students will be able to compare similarities and differences between two educational systems. • Students will be able to talk about nonverbal communication. • Students will be able to express reasons and results in their speech. Reading • Students will be able to skim and scan authentic material about the related topic from different sources such as Internet, magazines, newspapers to get the main idea and the details. • Students will be able to guess the meaning of vocabulary from the context. • Students will be able to match phrasal verbs related to the topic with the definitions. Writing • Students will be able to write a Curriculum Vitae (CV) with a job application letter. • Students will be able to fill out an online job application form.
Diğer plan: 2026-2027 EĞİTİM ÖĞRETİM YILI 10. SINIF İNGİLİZCE DERSİ ÇERÇEVE YILLIK PLAN

Orıentatıon

1. hafta · 1 hafta
  1. 1. hafta14–18 Eylül 2026

Revısıon 1

2–3. hafta · 2 hafta
  1. 2. hafta21–25 Eylül 2026
    • ENG.9.1.L2Students can bring together the information in the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
    • ENG.9.1.L3Students can make sense of and derive meaning from the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
    • ENG.9.2.L2Students can bring together the information in the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''.
    • ENG.9.2.L3Students can make sense of and derive meaning from the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''.
    • ENG.9.3.L2Students can bring together the information in the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''.
    • ENG.9.4.L2Students can bring together the information in the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''.
    • ENG.9.4.L3Students can make sense of and derive meaning from the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''.
    • ENG.9.1.S4Students can construct meaningful spoken content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' through efficient and meaningful practice.
    • ENG.9.2.S4Students can construct meaningful spoken content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' through efficient and meaningful practice.
    • ENG.9.4.S4Students can construct meaningful spoken content about ''family life with family members’ jobs, work routines, work activities, and workplaces'' through efficient and meaningful practice.
    • ENG.9.3.S2Students can analyse and understand the model content related to ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' to support the production of spoken language.
    • ENG.9.3.S3Students can produce meaningful and accurate spoken content related to the current theme on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''.
    • ENG.9.2.S2Students can analyse and understand the model content related to ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' to support the production of spoken language.
    • ENG.9.1.S3Students can produce meaningful and accurate spoken content related to the current theme on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
    • ENG.9.2.S3Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''.
    • ENG.9.1.S5Students can reconstruct the information about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' when communicating with others.
    • ENG.9.1.R1Students can prepare for reading the content on “school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations” efficiently and effectively.
    • ENG.9.2.W6Students can reconstruct their writing about the current theme on “classroom life with classmates, friendships, daily and study routines, habits, and activities” to communicate effectively about it.
    • ENG.9.1.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations” after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.9.2.S5Students can reconstruct the information about “classroom life with classmates, friendships, daily and study routines, habits, and activities” when communicating with others.
    • ENG.9.4.R3Students can make sense of and derive meaning from the current content on “family life with family members’ jobs, work routines, work activities, and workplaces”.
  2. 3. hafta28 Eylül – 2 Ekim 2026
    • ENG.9.1.L2Students can bring together the information in the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
    • ENG.9.1.L3Students can make sense of and derive meaning from the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
    • ENG.9.2.L2Students can bring together the information in the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''.
    • ENG.9.2.L3Students can make sense of and derive meaning from the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''.
    • ENG.9.3.L2Students can bring together the information in the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''.
    • ENG.9.4.L2Students can bring together the information in the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''.
    • ENG.9.4.L3Students can make sense of and derive meaning from the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''.
    • ENG.9.1.S4Students can construct meaningful spoken content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' through efficient and meaningful practice.
    • ENG.9.2.S4Students can construct meaningful spoken content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' through efficient and meaningful practice.
    • ENG.9.4.S4Students can construct meaningful spoken content about ''family life with family members’ jobs, work routines, work activities, and workplaces'' through efficient and meaningful practice.
    • ENG.9.3.S2Students can analyse and understand the model content related to ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' to support the production of spoken language.
    • ENG.9.3.S3Students can produce meaningful and accurate spoken content related to the current theme on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''.
    • ENG.9.2.S2Students can analyse and understand the model content related to ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' to support the production of spoken language.
    • ENG.9.1.S3Students can produce meaningful and accurate spoken content related to the current theme on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
    • ENG.9.2.S3Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''.
    • ENG.9.1.S5Students can reconstruct the information about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' when communicating with others.
    • ENG.9.1.R1Students can prepare for reading the content on “school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations” efficiently and effectively.
    • ENG.9.2.W6Students can reconstruct their writing about the current theme on “classroom life with classmates, friendships, daily and study routines, habits, and activities” to communicate effectively about it.
    • ENG.9.1.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations” after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.9.2.S5Students can reconstruct the information about “classroom life with classmates, friendships, daily and study routines, habits, and activities” when communicating with others.
    • ENG.9.4.R3Students can make sense of and derive meaning from the current content on “family life with family members’ jobs, work routines, work activities, and workplaces”.

Revısıon 2

4–5. hafta · 2 hafta
  1. 4. hafta5–9 Ekim 2026
    • ENG.9.5.L2Students can bring together the information in the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''.
    • ENG.9.5.L3Students can make sense of and derive meaning from the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''.
    • ENG.9.6.L2Students can bring together the information in the current content on ''life in the city and country with local and international food culture and food festivals in the city''.
    • ENG.9.7.L2Students can bring together the information in the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''.
    • ENG.9.1.S4Students can construct meaningful spoken content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' through efficient and meaningful practice.
    • ENG.9.1.S3Students can produce meaningful and accurate spoken content related to the current theme on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
    • ENG.9.1.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
    • ENG.9.5.R1Students can prepare for reading the content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' efficiently and effectively.
    • ENG.9.5.R2Students can bring information together about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' through skimming, scanning and detailed reading.
    • ENG.9.5.R3Students can make sense of and derive meaning from the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''.
    • ENG.9.5.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' in relation to themselves or others, both individually and/or with others.
    • ENG.9.5.W1Students can prepare for writing efficiently and accurately based on the current content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''.
    • ENG.9.5.W3Students can construct new written content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' based on their understanding of the model(s) provided.
    • ENG.9.5.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''.
    • ENG.9.5.W4Students can practise producing written content based on the current theme ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''.
    • ENG.9.5.W5Students can engage in the process of writing related to the content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''.
    • ENG.9.5.W6Students can reconstruct their writing about the current theme on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' to communicate effectively about it.
    • ENG.9.5.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.9.7.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.9.8.L2Students can bring together the information in the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''.
    • ENG.9.8.L3Students can make sense of and derive meaning from the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''.
    • ENG.9.8.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.9.8.S5Students can reconstruct the information about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' when communicating with others.
    • ENG.9.8.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' in relation to themselves or others, both individually and/or with others.
  2. 5. hafta12–16 Ekim 2026
    • ENG.9.5.L2Students can bring together the information in the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''.
    • ENG.9.5.L3Students can make sense of and derive meaning from the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''.
    • ENG.9.6.L2Students can bring together the information in the current content on ''life in the city and country with local and international food culture and food festivals in the city''.
    • ENG.9.7.L2Students can bring together the information in the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''.
    • ENG.9.1.S4Students can construct meaningful spoken content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' through efficient and meaningful practice.
    • ENG.9.1.S3Students can produce meaningful and accurate spoken content related to the current theme on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.
    • ENG.9.1.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
    • ENG.9.5.R1Students can prepare for reading the content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' efficiently and effectively.
    • ENG.9.5.R2Students can bring information together about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' through skimming, scanning and detailed reading.
    • ENG.9.5.R3Students can make sense of and derive meaning from the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''.
    • ENG.9.5.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' in relation to themselves or others, both individually and/or with others.
    • ENG.9.5.W1Students can prepare for writing efficiently and accurately based on the current content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''.
    • ENG.9.5.W3Students can construct new written content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' based on their understanding of the model(s) provided.
    • ENG.9.5.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''.
    • ENG.9.5.W4Students can practise producing written content based on the current theme ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''.
    • ENG.9.5.W5Students can engage in the process of writing related to the content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''.
    • ENG.9.5.W6Students can reconstruct their writing about the current theme on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' to communicate effectively about it.
    • ENG.9.5.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.9.7.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.9.8.L2Students can bring together the information in the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''.
    • ENG.9.8.L3Students can make sense of and derive meaning from the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''.
    • ENG.9.8.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.9.8.S5Students can reconstruct the information about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' when communicating with others.
    • ENG.9.8.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' in relation to themselves or others, both individually and/or with others.

Theme 1: School Lıfe & Educatıon

6–9. hafta · 4 hafta
  1. 6. hafta19–23 Ekim 2026
    • ENG.10.1.L1.Studentscan prepare and get ready for listening (to)/watching about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.L2Students can bring together the information in the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.L3Students can make sense of and derive meaning from the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.1.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.1.R1Students can prepare for reading the content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' efficiently and effectively.
    • ENG.10.1.R2Students can bring information together about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' through skimming, scanning and detailed reading.
    • ENG.10.1.R3Students can make sense of and derive meaning from the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' in relation to themselves or others, both individually and/ or with others.
    • ENG.10.1.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.1.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.1.W1Students can prepare for writing efficiently and accurately based on the current content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.W3Students can construct new written content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' based on their understanding of the model(s) provided.
    • ENG.10.1.W4Students can practise producing written content based on the current theme ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.W5Students can engage in the process of writing related to the content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.W6Students can reconstruct their writing about the current theme on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' to communicate effectively about it.
    • ENG.10.1.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.1.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.S2Students can analyse and understand the model content related to ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' to support the production of spoken language.
    • ENG.10.1.S3Students can produce meaningful and accurate spoken content related to the current theme on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.S4Students can construct meaningful spoken content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' through efficient and meaningful practice.
    • ENG.10.1.S5Students can reconstruct the information about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' when communicating with others.
    • ENG.10.1.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
  2. 7. hafta26–30 Ekim 2026
    • ENG.10.1.L1.Studentscan prepare and get ready for listening (to)/watching about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.L2Students can bring together the information in the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.L3Students can make sense of and derive meaning from the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.1.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.1.R1Students can prepare for reading the content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' efficiently and effectively.
    • ENG.10.1.R2Students can bring information together about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' through skimming, scanning and detailed reading.
    • ENG.10.1.R3Students can make sense of and derive meaning from the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' in relation to themselves or others, both individually and/ or with others.
    • ENG.10.1.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.1.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.1.W1Students can prepare for writing efficiently and accurately based on the current content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.W3Students can construct new written content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' based on their understanding of the model(s) provided.
    • ENG.10.1.W4Students can practise producing written content based on the current theme ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.W5Students can engage in the process of writing related to the content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.W6Students can reconstruct their writing about the current theme on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' to communicate effectively about it.
    • ENG.10.1.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.1.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.S2Students can analyse and understand the model content related to ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' to support the production of spoken language.
    • ENG.10.1.S3Students can produce meaningful and accurate spoken content related to the current theme on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.S4Students can construct meaningful spoken content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' through efficient and meaningful practice.
    • ENG.10.1.S5Students can reconstruct the information about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' when communicating with others.
    • ENG.10.1.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
  3. 8. hafta2–6 Kasım 2026
    • ENG.10.1.L1.Studentscan prepare and get ready for listening (to)/watching about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.L2Students can bring together the information in the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.L3Students can make sense of and derive meaning from the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.1.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.1.R1Students can prepare for reading the content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' efficiently and effectively.
    • ENG.10.1.R2Students can bring information together about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' through skimming, scanning and detailed reading.
    • ENG.10.1.R3Students can make sense of and derive meaning from the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' in relation to themselves or others, both individually and/ or with others.
    • ENG.10.1.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.1.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.1.W1Students can prepare for writing efficiently and accurately based on the current content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.W3Students can construct new written content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' based on their understanding of the model(s) provided.
    • ENG.10.1.W4Students can practise producing written content based on the current theme ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.W5Students can engage in the process of writing related to the content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.W6Students can reconstruct their writing about the current theme on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' to communicate effectively about it.
    • ENG.10.1.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.1.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.S2Students can analyse and understand the model content related to ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' to support the production of spoken language.
    • ENG.10.1.S3Students can produce meaningful and accurate spoken content related to the current theme on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.S4Students can construct meaningful spoken content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' through efficient and meaningful practice.
    • ENG.10.1.S5Students can reconstruct the information about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' when communicating with others.
    • ENG.10.1.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
  4. 9. hafta9–13 Kasım 2026
    • ENG.10.1.L1.Studentscan prepare and get ready for listening (to)/watching about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.L2Students can bring together the information in the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.L3Students can make sense of and derive meaning from the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.1.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.1.R1Students can prepare for reading the content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' efficiently and effectively.
    • ENG.10.1.R2Students can bring information together about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' through skimming, scanning and detailed reading.
    • ENG.10.1.R3Students can make sense of and derive meaning from the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' in relation to themselves or others, both individually and/ or with others.
    • ENG.10.1.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.1.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.1.W1Students can prepare for writing efficiently and accurately based on the current content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.W3Students can construct new written content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' based on their understanding of the model(s) provided.
    • ENG.10.1.W4Students can practise producing written content based on the current theme ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.W5Students can engage in the process of writing related to the content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.W6Students can reconstruct their writing about the current theme on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' to communicate effectively about it.
    • ENG.10.1.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.1.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.S2Students can analyse and understand the model content related to ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' to support the production of spoken language.
    • ENG.10.1.S3Students can produce meaningful and accurate spoken content related to the current theme on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
    • ENG.10.1.S4Students can construct meaningful spoken content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' through efficient and meaningful practice.
    • ENG.10.1.S5Students can reconstruct the information about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' when communicating with others.
    • ENG.10.1.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' in relation to themselves or others, both individually and/or with others.

Theme 2: Classroom Lıfe & Learnıng

9–12. hafta · 4 hafta
  1. 9. hafta9–13 Kasım 2026
    • "ENG.10.2.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.L2Students can bring together the information in the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.L3Students can make sense of and derive meaning from the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.2.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.2.R1Students can prepare for reading the content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' efficiently and effectively.
    • ENG.10.2.R2Students can bring information together about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' through skimming, scanning and detailed reading.
    • ENG.10.2.R3Students can make sense of and derive meaning from the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.2.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.2.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness- raising and discovery.
    • ENG.10.2.W1Students can prepare for writing efficiently and accurately based on the current content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.W3Students can construct new written content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' based on their understanding of the model(s) provided.
    • ENG.10.2.W4Students can practise producing written content based on the current theme ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.W5Students can engage in the process of writing related to the content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.W6Students can reconstruct their writing about the current theme on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' to communicate effectively about it.
    • ENG.10.2.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.2.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.S2Students can analyse and understand the model content related to ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' to support the production of spoken language.
    • ENG.10.2.S3Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.S4Students can construct meaningful spoken content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' through efficient and meaningful practice.
    • ENG.10.2.S5Students can reconstruct the information about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' when communicating with others.
    • ENG.10.2.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' in relation to themselves or others, both individually and/or with others. "
  2. 10. hafta23–27 Kasım 2026
    • ENG.10.2.L1.Studentscan prepare and get ready for listening (to)/watching about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.L2Students can bring together the information in the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.L3Students can make sense of and derive meaning from the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.2.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.2.R1Students can prepare for reading the content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' efficiently and effectively.
    • ENG.10.2.R2Students can bring information together about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' through skimming, scanning and detailed reading.
    • ENG.10.2.R3Students can make sense of and derive meaning from the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.2.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.2.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness- raising and discovery.
    • ENG.10.2.W1Students can prepare for writing efficiently and accurately based on the current content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.W3Students can construct new written content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' based on their understanding of the model(s) provided.
    • ENG.10.2.W4Students can practise producing written content based on the current theme ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.W5Students can engage in the process of writing related to the content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.W6Students can reconstruct their writing about the current theme on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' to communicate effectively about it.
    • ENG.10.2.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.2.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.S2Students can analyse and understand the model content related to ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' to support the production of spoken language.
    • ENG.10.2.S3Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.S4Students can construct meaningful spoken content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' through efficient and meaningful practice.
    • ENG.10.2.S5Students can reconstruct the information about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' when communicating with others.
    • ENG.10.2.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' in relation to themselves or others, both individually and/or with others.
  3. 11. hafta30 Kasım – 4 Aralık 2026
    • ENG.10.2.L1.Studentscan prepare and get ready for listening (to)/watching about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.L2Students can bring together the information in the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.L3Students can make sense of and derive meaning from the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.2.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.2.R1Students can prepare for reading the content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' efficiently and effectively.
    • ENG.10.2.R2Students can bring information together about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' through skimming, scanning and detailed reading.
    • ENG.10.2.R3Students can make sense of and derive meaning from the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.2.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.2.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness- raising and discovery.
    • ENG.10.2.W1Students can prepare for writing efficiently and accurately based on the current content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.W3Students can construct new written content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' based on their understanding of the model(s) provided.
    • ENG.10.2.W4Students can practise producing written content based on the current theme ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.W5Students can engage in the process of writing related to the content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.W6Students can reconstruct their writing about the current theme on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' to communicate effectively about it.
    • ENG.10.2.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.2.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.S2Students can analyse and understand the model content related to ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' to support the production of spoken language.
    • ENG.10.2.S3Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.S4Students can construct meaningful spoken content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' through efficient and meaningful practice.
    • ENG.10.2.S5Students can reconstruct the information about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' when communicating with others.
    • ENG.10.2.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' in relation to themselves or others, both individually and/or with others.
  4. 12. hafta7–11 Aralık 2026
    • ENG.10.2.L1.Studentscan prepare and get ready for listening (to)/watching about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.L2Students can bring together the information in the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.L3Students can make sense of and derive meaning from the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.2.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.2.R1Students can prepare for reading the content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' efficiently and effectively.
    • ENG.10.2.R2Students can bring information together about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' through skimming, scanning and detailed reading.
    • ENG.10.2.R3Students can make sense of and derive meaning from the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.2.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.2.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness- raising and discovery.
    • ENG.10.2.W1Students can prepare for writing efficiently and accurately based on the current content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.W3Students can construct new written content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' based on their understanding of the model(s) provided.
    • ENG.10.2.W4Students can practise producing written content based on the current theme ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.W5Students can engage in the process of writing related to the content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.W6Students can reconstruct their writing about the current theme on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' to communicate effectively about it.
    • ENG.10.2.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.2.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.S2Students can analyse and understand the model content related to ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' to support the production of spoken language.
    • ENG.10.2.S3Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
    • ENG.10.2.S4Students can construct meaningful spoken content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' through efficient and meaningful practice.
    • ENG.10.2.S5Students can reconstruct the information about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' when communicating with others.
    • ENG.10.2.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' in relation to themselves or others, both individually and/or with others.

Theme 3: Personal Lıfe And Well-beıng

13. hafta · 1 hafta
  1. 13. hafta14–18 Aralık 2026
    • "ENG.10.3.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.L2Students can bring together the information in the current content on ''personal life and well- being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.L3Students can make sense of and derive meaning from the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.3.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.3.R1Students can prepare for reading the content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' efficiently and effectively.
    • ENG.10.3.R2Students can bring information together about the current content on ''personal life and well- being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' through skimming, scanning and detailed reading.
    • ENG.10.3.R3Students can make sense of and derive meaning from the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.3.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.3.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.3.W1Students can prepare for writing efficiently and accurately based on the current content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.W3Students can construct new written content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' based on their understanding of the model(s) provided.
    • ENG.10.3.W4Students can practise producing written content based on the current theme ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.W5Students can engage in the process of writing related to the content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.W6Students can reconstruct their writing about the current theme on ''personal life and well- being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' to communicate effectively about it.
    • ENG.10.3.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.3.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.S2Students can analyse and understand the model content related to ''personal life and well- being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' to support the production of spoken language.
    • ENG.10.3.S3Students can produce meaningful and accurate spoken content related to the current theme on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.S4Students can construct meaningful spoken content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' through efficient and meaningful practice.
    • ENG.10.3.S5Students can reconstruct the information about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' when communicating with others.
    • ENG.10.3.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' in relation to themselves or others, both individually and/or with others. "

Evaluatıon

14. hafta · 1 hafta
  1. 14. hafta21–25 Aralık 2026
    • EVALUATION

Theme 3: Personal Lıfe And Well-beıng

14–16. hafta · 3 hafta
  1. 14. hafta21–25 Aralık 2026
    • ENG.10.3.L1.Studentscan prepare and get ready for listening (to)/watching about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.L2Students can bring together the information in the current content on ''personal life and well- being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.L3Students can make sense of and derive meaning from the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.3.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.3.R1Students can prepare for reading the content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' efficiently and effectively.
    • ENG.10.3.R2Students can bring information together about the current content on ''personal life and well- being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' through skimming, scanning and detailed reading.
    • ENG.10.3.R3Students can make sense of and derive meaning from the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.3.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.3.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.3.W1Students can prepare for writing efficiently and accurately based on the current content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.W3Students can construct new written content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' based on their understanding of the model(s) provided.
    • ENG.10.3.W4Students can practise producing written content based on the current theme ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.W5Students can engage in the process of writing related to the content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.W6Students can reconstruct their writing about the current theme on ''personal life and well- being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' to communicate effectively about it.
    • ENG.10.3.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.3.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.S2Students can analyse and understand the model content related to ''personal life and well- being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' to support the production of spoken language.
    • ENG.10.3.S3Students can produce meaningful and accurate spoken content related to the current theme on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.S4Students can construct meaningful spoken content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' through efficient and meaningful practice.
    • ENG.10.3.S5Students can reconstruct the information about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' when communicating with others.
    • ENG.10.3.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' in relation to themselves or others, both individually and/or with others.
  2. 15. hafta28 Aralık 2026 – 1 Ocak 2027
    • ENG.10.3.L1.Studentscan prepare and get ready for listening (to)/watching about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.L2Students can bring together the information in the current content on ''personal life and well- being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.L3Students can make sense of and derive meaning from the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.3.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.3.R1Students can prepare for reading the content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' efficiently and effectively.
    • ENG.10.3.R2Students can bring information together about the current content on ''personal life and well- being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' through skimming, scanning and detailed reading.
    • ENG.10.3.R3Students can make sense of and derive meaning from the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.3.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.3.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.3.W1Students can prepare for writing efficiently and accurately based on the current content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.W3Students can construct new written content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' based on their understanding of the model(s) provided.
    • ENG.10.3.W4Students can practise producing written content based on the current theme ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.W5Students can engage in the process of writing related to the content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.W6Students can reconstruct their writing about the current theme on ''personal life and well- being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' to communicate effectively about it.
    • ENG.10.3.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.3.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.S2Students can analyse and understand the model content related to ''personal life and well- being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' to support the production of spoken language.
    • ENG.10.3.S3Students can produce meaningful and accurate spoken content related to the current theme on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.S4Students can construct meaningful spoken content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' through efficient and meaningful practice.
    • ENG.10.3.S5Students can reconstruct the information about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' when communicating with others.
    • ENG.10.3.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' in relation to themselves or others, both individually and/or with others.
  3. 16. hafta4–8 Ocak 2027
    • ENG.10.3.L1.Studentscan prepare and get ready for listening (to)/watching about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.L2Students can bring together the information in the current content on ''personal life and well- being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.L3Students can make sense of and derive meaning from the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.3.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.3.R1Students can prepare for reading the content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' efficiently and effectively.
    • ENG.10.3.R2Students can bring information together about the current content on ''personal life and well- being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' through skimming, scanning and detailed reading.
    • ENG.10.3.R3Students can make sense of and derive meaning from the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.3.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.3.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.3.W1Students can prepare for writing efficiently and accurately based on the current content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.W3Students can construct new written content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' based on their understanding of the model(s) provided.
    • ENG.10.3.W4Students can practise producing written content based on the current theme ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.W5Students can engage in the process of writing related to the content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.W6Students can reconstruct their writing about the current theme on ''personal life and well- being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' to communicate effectively about it.
    • ENG.10.3.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.3.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.S2Students can analyse and understand the model content related to ''personal life and well- being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' to support the production of spoken language.
    • ENG.10.3.S3Students can produce meaningful and accurate spoken content related to the current theme on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
    • ENG.10.3.S4Students can construct meaningful spoken content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' through efficient and meaningful practice.
    • ENG.10.3.S5Students can reconstruct the information about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' when communicating with others.
    • ENG.10.3.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' in relation to themselves or others, both individually and/or with others.

Theme 4: Famıly Lıfe & Home

17–21. hafta · 4 hafta
  1. 17. hafta11–15 Ocak 2027
    • "ENG.10.4.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.L2Students can bring together the information in the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.L3Students can make sense of and derive meaning from the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.4.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.4.R1Students can prepare for reading the content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' efficiently and effectively.
    • ENG.10.4.R2Students can bring information together about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' through skimming, scanning and detailed reading.
    • ENG.10.4.R3Students can make sense of and derive meaning from the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' in relation to themselves or others, both individually and/ or with others.
    • ENG.10.4.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.4.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.4.W1Students can prepare for writing efficiently and accurately based on the current content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.W3Students can construct new written content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' based on their understanding of the model(s) provided.
    • ENG.10.4.W4Students can practise producing written content based on the current theme ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.W5Students can engage in the process of writing related to the content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.W6Students can reconstruct their writing about the current theme on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' to communicate effectively about it.
    • ENG.10.4.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.4.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.S2Students can analyse and understand the model content related to ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' to support the production of spoken language.
    • ENG.10.4.S3Students can produce meaningful and accurate spoken content related to the current theme on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.S4Students can construct meaningful spoken content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' through efficient and meaningful practice.
    • ENG.10.4.S5Students can reconstruct the information about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' when communicating with others.
    • ENG.10.4.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' in relation to themselves or others, both individually and/ or with others. "
  2. 19. hafta8–12 Şubat 2027
    • ENG.10.4.L1.Studentscan prepare and get ready for listening (to)/watching about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.L2Students can bring together the information in the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.L3Students can make sense of and derive meaning from the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.4.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.4.R1Students can prepare for reading the content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' efficiently and effectively.
    • ENG.10.4.R2Students can bring information together about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' through skimming, scanning and detailed reading.
    • ENG.10.4.R3Students can make sense of and derive meaning from the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' in relation to themselves or others, both individually and/ or with others.
    • ENG.10.4.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.4.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.4.W1Students can prepare for writing efficiently and accurately based on the current content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.W3Students can construct new written content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' based on their understanding of the model(s) provided.
    • ENG.10.4.W4Students can practise producing written content based on the current theme ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.W5Students can engage in the process of writing related to the content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.W6Students can reconstruct their writing about the current theme on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' to communicate effectively about it.
    • ENG.10.4.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.4.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.S2Students can analyse and understand the model content related to ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' to support the production of spoken language.
    • ENG.10.4.S3Students can produce meaningful and accurate spoken content related to the current theme on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.S4Students can construct meaningful spoken content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' through efficient and meaningful practice.
    • ENG.10.4.S5Students can reconstruct the information about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' when communicating with others.
    • ENG.10.4.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' in relation to themselves or others, both individually and/ or with others.
  3. 20. hafta15–19 Şubat 2027
    • ENG.10.4.L1.Studentscan prepare and get ready for listening (to)/watching about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.L2Students can bring together the information in the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.L3Students can make sense of and derive meaning from the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.4.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.4.R1Students can prepare for reading the content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' efficiently and effectively.
    • ENG.10.4.R2Students can bring information together about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' through skimming, scanning and detailed reading.
    • ENG.10.4.R3Students can make sense of and derive meaning from the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' in relation to themselves or others, both individually and/ or with others.
    • ENG.10.4.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.4.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.4.W1Students can prepare for writing efficiently and accurately based on the current content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.W3Students can construct new written content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' based on their understanding of the model(s) provided.
    • ENG.10.4.W4Students can practise producing written content based on the current theme ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.W5Students can engage in the process of writing related to the content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.W6Students can reconstruct their writing about the current theme on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' to communicate effectively about it.
    • ENG.10.4.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.4.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.S2Students can analyse and understand the model content related to ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' to support the production of spoken language.
    • ENG.10.4.S3Students can produce meaningful and accurate spoken content related to the current theme on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.S4Students can construct meaningful spoken content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' through efficient and meaningful practice.
    • ENG.10.4.S5Students can reconstruct the information about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' when communicating with others.
    • ENG.10.4.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' in relation to themselves or others, both individually and/ or with others.
  4. 21. hafta22–26 Şubat 2027
    • ENG.10.4.L1.Studentscan prepare and get ready for listening (to)/watching about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.L2Students can bring together the information in the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.L3Students can make sense of and derive meaning from the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.4.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.4.R1Students can prepare for reading the content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' efficiently and effectively.
    • ENG.10.4.R2Students can bring information together about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' through skimming, scanning and detailed reading.
    • ENG.10.4.R3Students can make sense of and derive meaning from the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' in relation to themselves or others, both individually and/ or with others.
    • ENG.10.4.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.4.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.4.W1Students can prepare for writing efficiently and accurately based on the current content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.W3Students can construct new written content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' based on their understanding of the model(s) provided.
    • ENG.10.4.W4Students can practise producing written content based on the current theme ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.W5Students can engage in the process of writing related to the content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.W6Students can reconstruct their writing about the current theme on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' to communicate effectively about it.
    • ENG.10.4.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.4.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.S2Students can analyse and understand the model content related to ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' to support the production of spoken language.
    • ENG.10.4.S3Students can produce meaningful and accurate spoken content related to the current theme on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world''.
    • ENG.10.4.S4Students can construct meaningful spoken content about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' through efficient and meaningful practice.
    • ENG.10.4.S5Students can reconstruct the information about ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' when communicating with others.
    • ENG.10.4.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''family life and home with family members and their daily routines today and in the past; hobbies and interests of family members (sports & films); different types of houses and families from the world'' in relation to themselves or others, both individually and/ or with others.

Theme 5: Lıfe In The Neıghbourhood, Cıty & Socıal Lıfe

21–24. hafta · 4 hafta
  1. 21. hafta22–26 Şubat 2027
    • ENG.10.5.L1Students can prepare and get ready for listening (to)/watching about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.L2Students can bring together the information in the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.L3Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.5.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.5.R1Students can prepare for reading the content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' efficiently and effectively.
    • ENG.10.5.R2Students can bring information together about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' through skimming, scanning and detailed reading.
    • ENG.10.5.R3Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.5.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.5.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.5.W1Students can prepare for writing efficiently and accurately based on the current content about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.W3Students can construct new written content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' based on their understanding of the model(s) provided.
    • ENG.10.5.W4Students can practise producing written content based on the current theme ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.W5Students can engage in the process of writing related to the content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.W6Students can reconstruct their writing about the current theme on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' to communicate effectively about it.
    • ENG.10.5.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.5.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.S2Students can analyse and understand the model content related to ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' to support the production of spoken language.
    • ENG.10.5.S3Students can produce meaningful and accurate spoken content related to the current theme on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.S4Students can construct meaningful spoken content about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' through efficient and meaningful practice.
    • ENG.10.5.S5Students can reconstruct the information about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' when communicating with others.
    • ENG.10.5.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others.
  2. 22. hafta1–5 Mart 2027
    • ENG.10.5.L1Students can prepare and get ready for listening (to)/watching about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.L2Students can bring together the information in the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.L3Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.5.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.5.R1Students can prepare for reading the content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' efficiently and effectively.
    • ENG.10.5.R2Students can bring information together about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' through skimming, scanning and detailed reading.
    • ENG.10.5.R3Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.5.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.5.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.5.W1Students can prepare for writing efficiently and accurately based on the current content about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.W3Students can construct new written content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' based on their understanding of the model(s) provided.
    • ENG.10.5.W4Students can practise producing written content based on the current theme ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.W5Students can engage in the process of writing related to the content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.W6Students can reconstruct their writing about the current theme on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' to communicate effectively about it.
    • ENG.10.5.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.5.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.S2Students can analyse and understand the model content related to ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' to support the production of spoken language.
    • ENG.10.5.S3Students can produce meaningful and accurate spoken content related to the current theme on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.S4Students can construct meaningful spoken content about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' through efficient and meaningful practice.
    • ENG.10.5.S5Students can reconstruct the information about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' when communicating with others.
    • ENG.10.5.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others.
  3. 23. hafta15–19 Mart 2027
    • ENG.10.5.L1Students can prepare and get ready for listening (to)/watching about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.L2Students can bring together the information in the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.L3Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.5.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.5.R1Students can prepare for reading the content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' efficiently and effectively.
    • ENG.10.5.R2Students can bring information together about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' through skimming, scanning and detailed reading.
    • ENG.10.5.R3Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.5.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.5.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.5.W1Students can prepare for writing efficiently and accurately based on the current content about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.W3Students can construct new written content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' based on their understanding of the model(s) provided.
    • ENG.10.5.W4Students can practise producing written content based on the current theme ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.W5Students can engage in the process of writing related to the content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.W6Students can reconstruct their writing about the current theme on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' to communicate effectively about it.
    • ENG.10.5.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.5.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.S2Students can analyse and understand the model content related to ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' to support the production of spoken language.
    • ENG.10.5.S3Students can produce meaningful and accurate spoken content related to the current theme on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.S4Students can construct meaningful spoken content about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' through efficient and meaningful practice.
    • ENG.10.5.S5Students can reconstruct the information about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' when communicating with others.
    • ENG.10.5.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others.
  4. 24. hafta22–26 Mart 2027
    • ENG.10.5.L1Students can prepare and get ready for listening (to)/watching about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.L2Students can bring together the information in the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.L3Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.5.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.5.R1Students can prepare for reading the content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' efficiently and effectively.
    • ENG.10.5.R2Students can bring information together about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' through skimming, scanning and detailed reading.
    • ENG.10.5.R3Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.5.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.5.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.5.W1Students can prepare for writing efficiently and accurately based on the current content about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.W3Students can construct new written content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' based on their understanding of the model(s) provided.
    • ENG.10.5.W4Students can practise producing written content based on the current theme ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.W5Students can engage in the process of writing related to the content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.W6Students can reconstruct their writing about the current theme on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' to communicate effectively about it.
    • ENG.10.5.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.5.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.S2Students can analyse and understand the model content related to ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' to support the production of spoken language.
    • ENG.10.5.S3Students can produce meaningful and accurate spoken content related to the current theme on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city''.
    • ENG.10.5.S4Students can construct meaningful spoken content about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' through efficient and meaningful practice.
    • ENG.10.5.S5Students can reconstruct the information about ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' when communicating with others.
    • ENG.10.5.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the neighbourhood, city and social life with activities to do in attractions (cafes, cinemas; gyms, sports clubs); getting help from services (pharmacies, hospitals, etc.); pros and cons of different types of transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others.

Theme 6: Lıfe In The World &culture

25–28. hafta · 4 hafta
  1. 25. hafta29 Mart – 2 Nisan 2027
    • "ENG.10.6.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.L2Students can bring together the information in the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.L3Students can make sense of and derive meaning from the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' in relation to themselves or others, both individually and/ or with others.
    • ENG.10.6.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.6.R1Students can prepare for reading the content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' efficiently and effectively.
    • ENG.10.6.R2Students can bring information together about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' through skimming, scanning and detailed reading.
    • ENG.10.6.R3Students can make sense of and derive meaning from the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.6.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.6.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.6.W1Students can prepare for writing efficiently and accurately based on the current content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.W3Students can construct new written content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' based on their understanding of the model(s) provided.
    • ENG.10.6.W4Students can practise producing written content based on the current theme ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.W5Students can engage in the process of writing related to the content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.W6Students can reconstruct their writing about the current theme on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' to communicate effectively about it.
    • ENG.10.6.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.6.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.S2Students can analyse and understand the model content related to ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' to support the production of spoken language.
    • ENG.10.6.S3Students can produce meaningful and accurate spoken content related to the current theme on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.S4Students can construct meaningful spoken content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' through efficient and meaningful practice.
    • ENG.10.6.S5Students can reconstruct the information about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' when communicating with others.
    • ENG.10.6.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' in relation to themselves or others, both individually and/or with others. "
  2. 26. hafta5–9 Nisan 2027
    • "ENG.10.6.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.L2Students can bring together the information in the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.L3Students can make sense of and derive meaning from the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' in relation to themselves or others, both individually and/ or with others.
    • ENG.10.6.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.6.R1Students can prepare for reading the content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' efficiently and effectively.
    • ENG.10.6.R2Students can bring information together about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' through skimming, scanning and detailed reading.
    • ENG.10.6.R3Students can make sense of and derive meaning from the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.6.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.6.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.6.W1Students can prepare for writing efficiently and accurately based on the current content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.W3Students can construct new written content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' based on their understanding of the model(s) provided.
    • ENG.10.6.W4Students can practise producing written content based on the current theme ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.W5Students can engage in the process of writing related to the content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.W6Students can reconstruct their writing about the current theme on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' to communicate effectively about it.
    • ENG.10.6.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.6.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.S2Students can analyse and understand the model content related to ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' to support the production of spoken language.
    • ENG.10.6.S3Students can produce meaningful and accurate spoken content related to the current theme on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.S4Students can construct meaningful spoken content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' through efficient and meaningful practice.
    • ENG.10.6.S5Students can reconstruct the information about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' when communicating with others.
    • ENG.10.6.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' in relation to themselves or others, both individually and/or with others. "
  3. 27. hafta12–16 Nisan 2027
    • "ENG.10.6.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.L2Students can bring together the information in the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.L3Students can make sense of and derive meaning from the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' in relation to themselves or others, both individually and/ or with others.
    • ENG.10.6.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.6.R1Students can prepare for reading the content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' efficiently and effectively.
    • ENG.10.6.R2Students can bring information together about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' through skimming, scanning and detailed reading.
    • ENG.10.6.R3Students can make sense of and derive meaning from the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.6.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.6.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.6.W1Students can prepare for writing efficiently and accurately based on the current content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.W3Students can construct new written content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' based on their understanding of the model(s) provided.
    • ENG.10.6.W4Students can practise producing written content based on the current theme ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.W5Students can engage in the process of writing related to the content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.W6Students can reconstruct their writing about the current theme on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' to communicate effectively about it.
    • ENG.10.6.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.6.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.S2Students can analyse and understand the model content related to ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' to support the production of spoken language.
    • ENG.10.6.S3Students can produce meaningful and accurate spoken content related to the current theme on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.S4Students can construct meaningful spoken content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' through efficient and meaningful practice.
    • ENG.10.6.S5Students can reconstruct the information about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' when communicating with others.
    • ENG.10.6.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' in relation to themselves or others, both individually and/or with others. "
  4. 28. hafta19–23 Nisan 2027
    • "ENG.10.6.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.L2Students can bring together the information in the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.L3Students can make sense of and derive meaning from the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' in relation to themselves or others, both individually and/ or with others.
    • ENG.10.6.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.6.R1Students can prepare for reading the content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' efficiently and effectively.
    • ENG.10.6.R2Students can bring information together about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' through skimming, scanning and detailed reading.
    • ENG.10.6.R3Students can make sense of and derive meaning from the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.6.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.6.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.6.W1Students can prepare for writing efficiently and accurately based on the current content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.W3Students can construct new written content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' based on their understanding of the model(s) provided.
    • ENG.10.6.W4Students can practise producing written content based on the current theme ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.W5Students can engage in the process of writing related to the content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.W6Students can reconstruct their writing about the current theme on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' to communicate effectively about it.
    • ENG.10.6.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.6.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.S2Students can analyse and understand the model content related to ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' to support the production of spoken language.
    • ENG.10.6.S3Students can produce meaningful and accurate spoken content related to the current theme on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world''.
    • ENG.10.6.S4Students can construct meaningful spoken content about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' through efficient and meaningful practice.
    • ENG.10.6.S5Students can reconstruct the information about ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' when communicating with others.
    • ENG.10.6.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the world and culture with continents, countries, and nationalities; shopping for food and personal food preferences; food and food culture from different parts of the world'' in relation to themselves or others, both individually and/or with others. "

Theme 7: Lıfe In Nature & Global Problems

28–31. hafta · 4 hafta
  1. 28. hafta19–23 Nisan 2027
    • ENG.10.7.L1.Studentscan prepare and get ready for listening (to)/watching about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.L2Students can bring together the information in the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.L3Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.7.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.7.R1Students can prepare for reading the content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' efficiently and effectively.
    • ENG.10.7.R2Students can bring information together about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' through skimming, scanning and detailed reading.
    • ENG.10.7.R3Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.7.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.7.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.7.W1Students can prepare for writing efficiently and accurately based on the current content about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.W3Students can construct new written content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' based on their understanding of the model(s) provided.
    • ENG.10.7.W4Students can practise producing written content based on the current theme ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.W5Students can engage in the process of writing related to the content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.W6Students can reconstruct their writing about the current theme on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' to communicate effectively about it.
    • ENG.10.7.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.7.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.S2Students can analyse and understand the model content related to ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' to support the production of spoken language.
    • ENG.10.7.S3Students can produce meaningful and accurate spoken content related to the current theme on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.S4Students can construct meaningful spoken content about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' through efficient and meaningful practice.
    • ENG.10.7.S5Students can reconstruct the information about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' when communicating with others.
    • ENG.10.7.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' in relation to themselves or others, both individually and/or with others.
  2. 29. hafta26–30 Nisan 2027
    • ENG.10.7.L1.Studentscan prepare and get ready for listening (to)/watching about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.L2Students can bring together the information in the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.L3Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.7.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.7.R1Students can prepare for reading the content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' efficiently and effectively.
    • ENG.10.7.R2Students can bring information together about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' through skimming, scanning and detailed reading.
    • ENG.10.7.R3Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.7.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.7.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.7.W1Students can prepare for writing efficiently and accurately based on the current content about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.W3Students can construct new written content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' based on their understanding of the model(s) provided.
    • ENG.10.7.W4Students can practise producing written content based on the current theme ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.W5Students can engage in the process of writing related to the content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.W6Students can reconstruct their writing about the current theme on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' to communicate effectively about it.
    • ENG.10.7.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.7.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.S2Students can analyse and understand the model content related to ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' to support the production of spoken language.
    • ENG.10.7.S3Students can produce meaningful and accurate spoken content related to the current theme on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.S4Students can construct meaningful spoken content about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' through efficient and meaningful practice.
    • ENG.10.7.S5Students can reconstruct the information about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' when communicating with others.
    • ENG.10.7.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' in relation to themselves or others, both individually and/or with others.
  3. 30. hafta3–7 Mayıs 2027
    • ENG.10.7.L1.Studentscan prepare and get ready for listening (to)/watching about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.L2Students can bring together the information in the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.L3Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.7.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.7.R1Students can prepare for reading the content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' efficiently and effectively.
    • ENG.10.7.R2Students can bring information together about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' through skimming, scanning and detailed reading.
    • ENG.10.7.R3Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.7.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.7.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.7.W1Students can prepare for writing efficiently and accurately based on the current content about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.W3Students can construct new written content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' based on their understanding of the model(s) provided.
    • ENG.10.7.W4Students can practise producing written content based on the current theme ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.W5Students can engage in the process of writing related to the content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.W6Students can reconstruct their writing about the current theme on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' to communicate effectively about it.
    • ENG.10.7.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.7.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.S2Students can analyse and understand the model content related to ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' to support the production of spoken language.
    • ENG.10.7.S3Students can produce meaningful and accurate spoken content related to the current theme on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.S4Students can construct meaningful spoken content about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' through efficient and meaningful practice.
    • ENG.10.7.S5Students can reconstruct the information about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' when communicating with others.
    • ENG.10.7.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' in relation to themselves or others, both individually and/or with others.
  4. 31. hafta10–14 Mayıs 2027
    • ENG.10.7.L1.Studentscan prepare and get ready for listening (to)/watching about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.L2Students can bring together the information in the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.L3Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.7.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.7.R1Students can prepare for reading the content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' efficiently and effectively.
    • ENG.10.7.R2Students can bring information together about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' through skimming, scanning and detailed reading.
    • ENG.10.7.R3Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.7.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.7.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.7.W1Students can prepare for writing efficiently and accurately based on the current content about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.W3Students can construct new written content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' based on their understanding of the model(s) provided.
    • ENG.10.7.W4Students can practise producing written content based on the current theme ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.W5Students can engage in the process of writing related to the content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.W6Students can reconstruct their writing about the current theme on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' to communicate effectively about it.
    • ENG.10.7.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.7.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.S2Students can analyse and understand the model content related to ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' to support the production of spoken language.
    • ENG.10.7.S3Students can produce meaningful and accurate spoken content related to the current theme on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources''.
    • ENG.10.7.S4Students can construct meaningful spoken content about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' through efficient and meaningful practice.
    • ENG.10.7.S5Students can reconstruct the information about ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' when communicating with others.
    • ENG.10.7.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in nature and global problems with natural resources; global problems related to natural resources; protecting natural resources'' in relation to themselves or others, both individually and/or with others.

Theme 8: Lıfe In The Unıverse & The Future

32. hafta · 1 hafta
  1. 32. hafta17–21 Mayıs 2027
    • "ENG.10.8.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.L2Students can bring together the information in the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.L3Students can make sense of and derive meaning from the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.8.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the universe and the future with planets and space; life in the universe; space explorations'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.8.R1Students can prepare for reading the content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' efficiently and effectively.
    • ENG.10.8.R2Students can bring information together about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' through skimming, scanning and detailed reading.
    • ENG.10.8.R3Students can make sense of and derive meaning from the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.8.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the universe and the future with planets and space; life in the universe; space explorations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.8.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the universe and the future with planets and space; life in the universe; space explorations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.8.W1Students can prepare for writing efficiently and accurately based on the current content about ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.W3Students can construct new written content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' based on their understanding of the model(s) provided.
    • ENG.10.8.W4Students can practise producing written content based on the current theme ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.W5Students can engage in the process of writing related to the content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.W6Students can reconstruct their writing about the current theme on ''life in the universe and the future with planets and space; life in the universe; space explorations'' to communicate effectively about it.
    • ENG.10.8.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.8.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.S2Students can analyse and understand the model content related to ''life in the universe and the future with planets and space; life in the universe; space explorations'' to support the production of spoken language.
    • ENG.10.8.S3Students can produce meaningful and accurate spoken content related to the current theme on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.S4Students can construct meaningful spoken content about ''life in the universe and the future with planets and space; life in the universe; space explorations'' through efficient and meaningful practice.
    • ENG.10.8.S5Students can reconstruct the information about ''life in the universe and the future with planets and space; life in the universe; space explorations'' when communicating with others.
    • ENG.10.8.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' in relation to themselves or others, both individually and/or with others. "

Evaluatıon

33. hafta · 1 hafta
  1. 33. hafta24–28 Mayıs 2027
    • EVALUATION

Theme 8: Lıfe In The Unıverse & The Future

33–35. hafta · 3 hafta
  1. 33. hafta24–28 Mayıs 2027
    • ENG.10.8.L1.Studentscan prepare and get ready for listening (to)/watching about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.L2Students can bring together the information in the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.L3Students can make sense of and derive meaning from the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.8.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the universe and the future with planets and space; life in the universe; space explorations'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.8.R1Students can prepare for reading the content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' efficiently and effectively.
    • ENG.10.8.R2Students can bring information together about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' through skimming, scanning and detailed reading.
    • ENG.10.8.R3Students can make sense of and derive meaning from the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.8.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the universe and the future with planets and space; life in the universe; space explorations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.8.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the universe and the future with planets and space; life in the universe; space explorations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.8.W1Students can prepare for writing efficiently and accurately based on the current content about ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.W3Students can construct new written content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' based on their understanding of the model(s) provided.
    • ENG.10.8.W4Students can practise producing written content based on the current theme ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.W5Students can engage in the process of writing related to the content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.W6Students can reconstruct their writing about the current theme on ''life in the universe and the future with planets and space; life in the universe; space explorations'' to communicate effectively about it.
    • ENG.10.8.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.8.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.S2Students can analyse and understand the model content related to ''life in the universe and the future with planets and space; life in the universe; space explorations'' to support the production of spoken language.
    • ENG.10.8.S3Students can produce meaningful and accurate spoken content related to the current theme on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.S4Students can construct meaningful spoken content about ''life in the universe and the future with planets and space; life in the universe; space explorations'' through efficient and meaningful practice.
    • ENG.10.8.S5Students can reconstruct the information about ''life in the universe and the future with planets and space; life in the universe; space explorations'' when communicating with others.
    • ENG.10.8.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' in relation to themselves or others, both individually and/or with others.
  2. 34. hafta31 Mayıs – 4 Haziran 2027
    • ENG.10.8.L1.Studentscan prepare and get ready for listening (to)/watching about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.L2Students can bring together the information in the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.L3Students can make sense of and derive meaning from the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.8.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the universe and the future with planets and space; life in the universe; space explorations'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.8.R1Students can prepare for reading the content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' efficiently and effectively.
    • ENG.10.8.R2Students can bring information together about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' through skimming, scanning and detailed reading.
    • ENG.10.8.R3Students can make sense of and derive meaning from the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.8.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the universe and the future with planets and space; life in the universe; space explorations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.8.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the universe and the future with planets and space; life in the universe; space explorations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.8.W1Students can prepare for writing efficiently and accurately based on the current content about ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.W3Students can construct new written content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' based on their understanding of the model(s) provided.
    • ENG.10.8.W4Students can practise producing written content based on the current theme ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.W5Students can engage in the process of writing related to the content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.W6Students can reconstruct their writing about the current theme on ''life in the universe and the future with planets and space; life in the universe; space explorations'' to communicate effectively about it.
    • ENG.10.8.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.8.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.S2Students can analyse and understand the model content related to ''life in the universe and the future with planets and space; life in the universe; space explorations'' to support the production of spoken language.
    • ENG.10.8.S3Students can produce meaningful and accurate spoken content related to the current theme on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.S4Students can construct meaningful spoken content about ''life in the universe and the future with planets and space; life in the universe; space explorations'' through efficient and meaningful practice.
    • ENG.10.8.S5Students can reconstruct the information about ''life in the universe and the future with planets and space; life in the universe; space explorations'' when communicating with others.
    • ENG.10.8.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' in relation to themselves or others, both individually and/or with others.
  3. 35. hafta7–11 Haziran 2027
    • ENG.10.8.L1.Studentscan prepare and get ready for listening (to)/watching about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.L2Students can bring together the information in the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.L3Students can make sense of and derive meaning from the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.L4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.8.P1Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the universe and the future with planets and space; life in the universe; space explorations'' to develop holistic and conscious pronunciation skills after recognising them in context.
    • ENG.10.8.R1Students can prepare for reading the content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' efficiently and effectively.
    • ENG.10.8.R2Students can bring information together about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' through skimming, scanning and detailed reading.
    • ENG.10.8.R3Students can make sense of and derive meaning from the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.R4Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.8.V1Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the universe and the future with planets and space; life in the universe; space explorations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
    • ENG.10.8.G1Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the universe and the future with planets and space; life in the universe; space explorations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
    • ENG.10.8.W1Students can prepare for writing efficiently and accurately based on the current content about ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.W2Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.W3Students can construct new written content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' based on their understanding of the model(s) provided.
    • ENG.10.8.W4Students can practise producing written content based on the current theme ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.W5Students can engage in the process of writing related to the content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.W6Students can reconstruct their writing about the current theme on ''life in the universe and the future with planets and space; life in the universe; space explorations'' to communicate effectively about it.
    • ENG.10.8.W7Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' in relation to themselves or others, both individually and/or with others.
    • ENG.10.8.S1Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.S2Students can analyse and understand the model content related to ''life in the universe and the future with planets and space; life in the universe; space explorations'' to support the production of spoken language.
    • ENG.10.8.S3Students can produce meaningful and accurate spoken content related to the current theme on ''life in the universe and the future with planets and space; life in the universe; space explorations''.
    • ENG.10.8.S4Students can construct meaningful spoken content about ''life in the universe and the future with planets and space; life in the universe; space explorations'' through efficient and meaningful practice.
    • ENG.10.8.S5Students can reconstruct the information about ''life in the universe and the future with planets and space; life in the universe; space explorations'' when communicating with others.
    • ENG.10.8.S6Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the universe and the future with planets and space; life in the universe; space explorations'' in relation to themselves or others, both individually and/or with others.

Dosya bilgileri

Eğitim öğretim yılı
2026-2027
Sınıf
10. Sınıf
Ders
İngilizce
Program
Türkiye Yüzyılı Maarif Modeli
Dosya biçimi
Excel ve Word (ücretsiz hesapla)

Sık sorulan sorular

10. Sınıf İngilizce yıllık planını nasıl indiririm?

Sayfadaki Word veya Excel düğmesine dokunun ve ücretsiz hesabınızla giriş yapın. Plan, seçtiğiniz biçimde bilgisayarınıza iner.

10. Sınıf İngilizce yıllık planında kaç hafta ve ünite var?

2026-2027 planında 10 ünite, 42 ders haftası ve 42 öğrenme çıktısı var. Üniteler: Sports, Classics, Amazing Stories, Advertising, Life in Future, Generation Gap, Conflict, Crime in Society, Unusual Lives, Education.

10. Sınıf İngilizce planı hangi programa göre hazırlandı?

Bu plan Türkiye Yüzyılı Maarif Modeli esas alınarak hazırlanan MEB yıllık planından derlenmiştir. Hafta tarihleri 2026-2027 eğitim öğretim yılına göredir.

Yıllık planı indirmek ücretli mi?

Hayır. Planı bu sayfada hesapsız inceleyebilir, ücretsiz hesapla Word veya Excel olarak indirebilirsiniz.

Planın tamamı içeride

İngilizce derslerine dakikalar içinde hazırlanın

Her hafta süreç bileşenleri, ölçme önerileri ve değerler tek ekranda. Yapay zekâ hazırlık soruları üretir, planınız Excel veya Word olarak iner.

Ücretsiz kayıt olGiriş yap

10. Sınıf diğer dersler

İngilizce diğer sınıflar