4. Sınıf İngilizce Yıllık Planı 2026-2027

Asking for permission / Can/May I come in/go out? / — Yes, you can. / — Sure/Of course. / — Sorry, not right now. / Making simple requests / Give me the book, please. / — Sure/Of course. / — Here you are. / — Say that again, please., / Telling someone what to do / Be quiet, please. / Clean/Look at the board, please. / Go back your place, please. / Open the window, please. / Open/close the door, please. / Please come in. / The pencil, please. / Naming numbers / Numbers from 1 to 50. / eraser,-s / join / leave / pencil case, -s / pencil sharpener, -s / ruler, -s / stay / take / turn on/off

Listening / E4.1.L1. Students will be able to understand / short and clear utterances about requests. / E4.1.L2. Students will be able to understand / short and clear utterances about permission. / E4.1.L3. Students will be able to recognize / simple classroom instructions. / E4.1.L4. Students will be able to recognize / numbers from one to fifty. / Speaking / E4.1.S1. Students will be able to interact with / their classmates through asking for and giving permission in short utterances. / E4.1.S2. Students will be able to make requests by using simple utterances. / E4.1.S3. Students will be able to give and / respond to simple instructions verbally. / E4.1.S4. Students will be able to count up to fifty.

Contexts / Captions / Cartoons / Conversations / Illustrations / Instructions / Lists / Notes and Messages / Posters / Signs / Songs / Videos / Tasks/Activities / Arts and Crafts / Chants and Songs / Drama (Role Play, Simulation, Pantomime) / Drawing and Coloring / Games / Making Puppets / Matching / Questions and Answers / Assignments / • Students prepare a visual dictionary by including new vocabulary items. / • Students prepare simple puppets and practise how to ask for and give permission. / • Students prepare a poster of classroom rules with a list of simple instructions and visuals.

Measurement and evaluation methods should be planned by considering the level of the learning outcome and the content of the topic. To ensure a holistic evaluation of the student, both traditional and complementary (alternative) measurement and evaluation methods should be used together, in accordance with the learning outcome and the topic content. / In measurement and evaluation practices, assessment should not be limited to outcome-oriented evaluation only; measurement activities aimed at process evaluation should also be planned. The evaluations planned throughout the process are important for identifying and addressing possible deficiencies in teaching and learning. / For students who continue their education through inclusion/integration, the Individualized Education Program (IEP) is taken as the basis in measurement and evaluation.

Out-of-school learning activities will be determined during the school subject teachers’ meeting held at the beginning of the academic year.

Asking for permission / Can/May I come in/go out? / — Yes, you can. / — Sure/Of course. / — Sorry, not right now. / Making simple requests / Give me the book, please. / — Sure/Of course. / — Here you are. / — Say that again, please., / Telling someone what to do / Be quiet, please. / Clean/Look at the board, please. / Go back your place, please. / Open the window, please. / Open/close the door, please. / Please come in. / The pencil, please. / Naming numbers / Numbers from 1 to 50. / eraser,-s / join / leave / pencil case, -s / pencil sharpener, -s / ruler, -s / stay / take / turn on/off

Listening / E4.1.L1. Students will be able to understand / short and clear utterances about requests. / E4.1.L2. Students will be able to understand / short and clear utterances about permission. / E4.1.L3. Students will be able to recognize / simple classroom instructions. / E4.1.L4. Students will be able to recognize / numbers from one to fifty. / Speaking / E4.1.S1. Students will be able to interact with / their classmates through asking for and giving permission in short utterances. / E4.1.S2. Students will be able to make requests by using simple utterances. / E4.1.S3. Students will be able to give and / respond to simple instructions verbally. / E4.1.S4. Students will be able to count up to fifty.

Contexts / Captions / Cartoons / Conversations / Illustrations / Instructions / Lists / Notes and Messages / Posters / Signs / Songs / Videos / Tasks/Activities / Arts and Crafts / Chants and Songs / Drama (Role Play, Simulation, Pantomime) / Drawing and Coloring / Games / Making Puppets / Matching / Questions and Answers / Assignments / • Students prepare a visual dictionary by including new vocabulary items. / • Students prepare simple puppets and practise how to ask for and give permission. / • Students prepare a poster of classroom rules with a list of simple instructions and visuals.

Measurement and evaluation methods should be planned by considering the level of the learning outcome and the content of the topic. To ensure a holistic evaluation of the student, both traditional and complementary (alternative) measurement and evaluation methods should be used together, in accordance with the learning outcome and the topic content. / In measurement and evaluation practices, assessment should not be limited to outcome-oriented evaluation only; measurement activities aimed at process evaluation should also be planned. The evaluations planned throughout the process are important for identifying and addressing possible deficiencies in teaching and learning. / For students who continue their education through inclusion/integration, the Individualized Education Program (IEP) is taken as the basis in measurement and evaluation.

Out-of-school learning activities will be determined during the school subject teachers’ meeting held at the beginning of the academic year.

Asking for permission / Can/May I come in/go out? / — Yes, you can. / — Sure/Of course. / — Sorry, not right now. / Making simple requests / Give me the book, please. / — Sure/Of course. / — Here you are. / — Say that again, please., / Telling someone what to do / Be quiet, please. / Clean/Look at the board, please. / Go back your place, please. / Open the window, please. / Open/close the door, please. / Please come in. / The pencil, please. / Naming numbers / Numbers from 1 to 50. / eraser,-s / join / leave / pencil case, -s / pencil sharpener, -s / ruler, -s / stay / take / turn on/off

Listening / E4.1.L1. Students will be able to understand / short and clear utterances about requests. / E4.1.L2. Students will be able to understand / short and clear utterances about permission. / E4.1.L3. Students will be able to recognize / simple classroom instructions. / E4.1.L4. Students will be able to recognize / numbers from one to fifty. / Speaking / E4.1.S1. Students will be able to interact with / their classmates through asking for and giving permission in short utterances. / E4.1.S2. Students will be able to make requests by using simple utterances. / E4.1.S3. Students will be able to give and / respond to simple instructions verbally. / E4.1.S4. Students will be able to count up to fifty.

Contexts / Captions / Cartoons / Conversations / Illustrations / Instructions / Lists / Notes and Messages / Posters / Signs / Songs / Videos / Tasks/Activities / Arts and Crafts / Chants and Songs / Drama (Role Play, Simulation, Pantomime) / Drawing and Coloring / Games / Making Puppets / Matching / Questions and Answers / Assignments / • Students prepare a visual dictionary by including new vocabulary items. / • Students prepare simple puppets and practise how to ask for and give permission. / • Students prepare a poster of classroom rules with a list of simple instructions and visuals.

Measurement and evaluation methods should be planned by considering the level of the learning outcome and the content of the topic. To ensure a holistic evaluation of the student, both traditional and complementary (alternative) measurement and evaluation methods should be used together, in accordance with the learning outcome and the topic content. / In measurement and evaluation practices, assessment should not be limited to outcome-oriented evaluation only; measurement activities aimed at process evaluation should also be planned. The evaluations planned throughout the process are important for identifying and addressing possible deficiencies in teaching and learning. / For students who continue their education through inclusion/integration, the Individualized Education Program (IEP) is taken as the basis in measurement and evaluation.

Out-of-school learning activities will be determined during the school subject teachers’ meeting held at the beginning of the academic year.

Asking for permission / Can/May I come in/go out? / — Yes, you can. / — Sure/Of course. / — Sorry, not right now. / Making simple requests / Give me the book, please. / — Sure/Of course. / — Here you are. / — Say that again, please., / Telling someone what to do / Be quiet, please. / Clean/Look at the board, please. / Go back your place, please. / Open the window, please. / Open/close the door, please. / Please come in. / The pencil, please. / Naming numbers / Numbers from 1 to 50. / eraser,-s / join / leave / pencil case, -s / pencil sharpener, -s / ruler, -s / stay / take / turn on/off

Listening / E4.1.L1. Students will be able to understand / short and clear utterances about requests. / E4.1.L2. Students will be able to understand / short and clear utterances about permission. / E4.1.L3. Students will be able to recognize / simple classroom instructions. / E4.1.L4. Students will be able to recognize / numbers from one to fifty. / Speaking / E4.1.S1. Students will be able to interact with / their classmates through asking for and giving permission in short utterances. / E4.1.S2. Students will be able to make requests by using simple utterances. / E4.1.S3. Students will be able to give and / respond to simple instructions verbally. / E4.1.S4. Students will be able to count up to fifty.

Contexts / Captions / Cartoons / Conversations / Illustrations / Instructions / Lists / Notes and Messages / Posters / Signs / Songs / Videos / Tasks/Activities / Arts and Crafts / Chants and Songs / Drama (Role Play, Simulation, Pantomime) / Drawing and Coloring / Games / Making Puppets / Matching / Questions and Answers / Assignments / • Students prepare a visual dictionary by including new vocabulary items. / • Students prepare simple puppets and practise how to ask for and give permission. / • Students prepare a poster of classroom rules with a list of simple instructions and visuals.

Measurement and evaluation methods should be planned by considering the level of the learning outcome and the content of the topic. To ensure a holistic evaluation of the student, both traditional and complementary (alternative) measurement and evaluation methods should be used together, in accordance with the learning outcome and the topic content. / In measurement and evaluation practices, assessment should not be limited to outcome-oriented evaluation only; measurement activities aimed at process evaluation should also be planned. The evaluations planned throughout the process are important for identifying and addressing possible deficiencies in teaching and learning. / For students who continue their education through inclusion/integration, the Individualized Education Program (IEP) is taken as the basis in measurement and evaluation.

Out-of-school learning activities will be determined during the school subject teachers’ meeting held at the beginning of the academic year.