6. Sınıf İngilizce Yıllık Planı 2026-2027

Sub-themes: Roles, and responsibilities at school; school routines; national days and celebrations / Target Vocabulary in Use (with revisional vocabulary): / Vocabulary for roles, and responsibilities at school: / Nouns: A permission, a leader, a manner, a guide, a celebration, an interview, a celebration, a festival, a / school ceremony, an assembly, a speech. / Verbs: To support, to lead, to care, to volunteer, to celebrate. / Adjectives: Helpful, successful, keen. / Adverbs: Carefully, willingly, cheerfully. / Vocabulary for school routines: / Nouns: An instruction, a listener, a term, a follow-up, a ceremony, national anthem, a parade, a flag. / Verbs: To enter, to greet, to pack, to pass, to fail, to try, to follow. / Adjectives: Later, soon. / Adverbs: Before, regularly. / *National and Religious Days, Festivals, and Celebrations: “29 October Republic Day”, “23 April National / Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July / Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of / Sacrifice (Eid-al-Adha)”. / *(Relevant language content and (communicative) activities related to these national and religious days, / festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections / wherever and whenever possible.) / *Local Cultural, Social, and Moral Considerations of the Theme / In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, / and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will / be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A / table for this section is provided in the introduction to the whole English Language Curriculum. / Background Grammatical Structures in Use: / -Articles (a/an/the): (A leader, an instruction, the permission) / -Imperatives: (Enter the classroom quietly). / -Personal pronouns: (He listens carefully to the teacher’s instructions). / -There is/There are: (There is a leader in every group. There are instructions written on the board). / -Wh- questions (who-when-what-where): (Who is the leader of the class? Where do we enter the building?) / Target Grammatical Structures in Use: / -The Present Simple Tense: (A leader always cares for the team). / -Adverbs of frequency: (Students often greet their teachers before entering the class). / -Object pronouns: (The teacher supports them in their work). / Functions of the Grammatical Structures in Use: / -Use of articles (a/an/the): Expressing non-specific or general items and specific or definite items. / -Use of imperatives: Giving commands. / -Use of The Present Simple Tense: Expressing routines, habits, general truths, and facts. / -Use of adverbs of frequency: Expressing the frequency of actions or events. / -Use of personal pronouns: Indicating who is involved in the action, possession, or other relationships in a / sentence. / -Use of there is/there are: Introducing existence or presence, specifying objects, people, or places in a / location. -Use of wh- questions (who-when-what-where): Asking about things, actions, ideas, a time of an event, / about people in an action. / Use of object pronouns: Replacing nouns that receive the action in a sentence. / Target Social Language in Use: / She’s such a team player during all school projects! / You need to work harder to make the grade! / The choir is always in the spotlight during the Republic Day celebrations! / Target Phonological Sounds in Use: / Intonation of positive statements

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

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

EVALUATION FOR THE SKILLS AND THE CONTENT: / PERFORMANCE ASSIGNMENT: Students will prepare a poster about their daily routines at school. First, / they will write sentences describing their daily routines at school. Then, they will write these sentences on / a paper and add some details such as photos, pictures, drawings etc. Finally, they will present their posters / in the class and display them on the classroom bulletin board. The assignment will be evaluated by using a / rubric scheme, a rating scale, and/or a marking scheme.

SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- / Reflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, / SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility / Skill, SELS3.3. Responsible Decision-Making Skill

V1. Justice, V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. / Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, / V20. Benevolence