6. Sınıf İngilizce Yıllık Planı 2026-2027

SCHOOL LIFE & EDUCATION / Sub-theme: School rules; people, roles and responsibilities at school; school routines; national and religious / days, festivals, and celebrations / Target Vocabulary in Use (with revisional vocabulary): / Vocabulary for competitions, events, and celebrations at school: / Nouns: An agency, a debate, a defeat, defence, a failure, a finalist, a mission, motivation, a goal, an obstacle, a / peer, a pitch, a proposer, a referee, a reward, registration, a rehearsal, a replay, an opponent, a semi-finalist, / a slogan, a spectator, a tournament, a victory, a challenge, a committee. Verbs: To oppose, to accompany, to / cancel, to defeat, to register, to reward, to overcome, to shoot, to assign, to participate. Adjectives: Festive, / opposing, offensive, amusing, charming, miserable, well-argued, rewarding. / Vocabulary for making schools better places: / Nouns: Accessibility, aid, discipline, diversity, infrastructure, joy, leadership, mentorship, a permit, a / procedure, silence, disappointment, an animation, output, confusion, conservation. Verbs: To aid, to / enhance, to implement, to innovate, to inspire, to obey, to permit, to redesign, to prioritise, to transform, to / distract, to encourage. Adjectives: Engaging, motivating, diverse, inspiring, effective, competitive. Adverbs: / Thoughtfully. / Target Grammatical Structures in Use: / Target Grammatical Structures in Use: / -The Simple Present Tense (like, prefer, understand, want, need, know, mean, believe, remember, forget) / versus The Present Progressive Tense: (I always study for my exams very hard. I am studying for the English / exam right now). / -Adverbs of Frequency (always, never, seldom, sometimes, often, etc.): (Participants always follow the rules / of the competition). / - “May and Might” for Polite Requests: (May I participate in the competition as a finalist this year?). / - “Can and Could” for Polite Requests: (Can you please help me with the decoration? Could we change the / infrastructure for better accessibility for participants?) / -Question Tags: (You want to watch the final match, don’t you?) / -Articles and Quantifiers (a, an, the, zero article, one): (I need a volunteer to assist with the decorations). / - “Shall” for Polite Requests: (Shall we review the rules before the final debate begins?). / Functions of the Grammatical Structures in Use: / -Use of the Simple Present Tense (like, prefer, understand, want, need, know, mean, believe, remember, / forget) vs the Present Progressive Tense: Discriminating regular actions, general truths, or habits and / ongoing actions or situations. / -Use of Adverbs of Frequency (always, never, seldom, sometimes, often, etc.): Describing the frequency of / an action, state, or event. / -Use of “May and Might” for Polite Requests: Making polite requests. / -Use of “Can and Could” for Polite Requests: Making polite requests. / -Use of “Question Tags”: Confirming positive or negative ideas. / -Use of “Articles and Quantifiers” (a, an, the, zero article, one): Defining the specificity, generality and amount / of nouns. / -Use of “Shall” for Polite Requests: Making polite requests. / *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. / Target Phonological Sounds in Use: / Our headmaster manages our school by the book! / Let’s study hard and ace all tests at school! / We’re in the right state before the debate! / Stop messing around! We’ve got a lot of work to do for the competition. / Target Phonological Aspects and Sounds in Use: / Intonation of positive statements / *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be / practised through pronunciation activities in the theme.

ENG.6.1.L1. Students can get ready for the listening/watching-comprehension process for the current content on “school life and education with school rules; people, 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 and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening (to)/watching it. / ENG.6.1.L3. Students can make meaning of/derive meaning from the current content on “school life and / education with school rules; people, roles, and responsibilities at school; school routines; / national days and celebrations” through significant details by listening (to)/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 and education with school rules; people, 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 and education with school rules; people, 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 and education with school rules; people, 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 and education with / school rules; people, 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 / and education with school rules; people, 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 and education with / school rules; people, 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 / and education with school rules; people, 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 and education with school rules; people, 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 and education with school rules; people, 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 conten on “school life and education with school rules; people, 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 and education with school rules; people, 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 and education with school rules; people, 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 and education with school rules; people, 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 and education with / school rules; people, 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 and education with school rules; people, 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 and education with school rules; people, 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 and education with school rules; / people, 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 and education with school rules; / people, roles, and responsibilities at school; school routines; national days and celebrations” / by speaking accurately, / efficiently, and authentically. / national days andd celebratior people. / ENG.6.1.S5. Students can reorganise (reconstruct) and use information about the “school life and education / with school rules; people, roles, and responsibilities at school; school routines; national days / and celebrations” to communicate with other people. / a) Students use the information presented in the current / 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 and education with / school rules; people, 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 and education with school rules; people, 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 and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening (to)/watching it. / ENG.6.1.L3. Students can make meaning of/derive meaning from the current content on “school life and / education with school rules; people, roles, and responsibilities at school; school routines; / national days and celebrations” through significant details by listening (to)/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 and education with school rules; people, 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 and education with school rules; people, 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 and education with school rules; people, 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 and education with / school rules; people, 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 / and education with school rules; people, 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 and education with / school rules; people, 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 / and education with school rules; people, 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 and education with school rules; people, 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 and education with school rules; people, 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 conten on “school life and education with school rules; people, 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 and education with school rules; people, 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 and education with school rules; people, 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 and education with school rules; people, 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 and education with / school rules; people, 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 and education with school rules; people, 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 and education with school rules; people, 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 and education with school rules; / people, 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 and education with school rules; / people, roles, and responsibilities at school; school routines; national days and celebrations” / by speaking accurately, / efficiently, and authentically. / national days andd celebratior people. / ENG.6.1.S5. Students can reorganise (reconstruct) and use information about the “school life and education / with school rules; people, roles, and responsibilities at school; school routines; national days / and celebrations” to communicate with other people. / a) Students use the information presented in the current / 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 and education with / school rules; people, 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 create a project plan describing a special event to improve / school life. They will write the name of the event, its activities, and its positive impact on the school / community. For example, they can write about organising a sports competition, a music concert, or a drama / festival, writing details about how it will make a school a more enjoyable and friendly place. Students will / also design a creative cover for their project to match their theme and present their ideas to the class. 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, V19. / Patriotism, V20. Benevolence