7. Sınıf İngilizce Yıllık Planı 2026-2027

Describing characters/people / (Making simple inquiries) / —What does your best friend look like? / —S/he is beautiful/handsome, with curly hair and green eyes. / —What is s/he like? / —S/he is slimmer than me and s/he has short and dark hair. / —My cousin is more outgoing than me; s/he has a lot of friends. / Making simple comparisons / (Giving explanations/reasons) / S/he can play basketball well because s/he is taller than me. / beautiful / cute / easy-going / generous / handsome / honest / headscarf / outgoing / plump / punctual / selfish / slim / smart / stubborn

Listening / E7.1.L1. Students will be able to understand clear, standard speech on appearances and / personalities. / Spoken Interaction / E7.1.SI1. Students will be able to talk about other people’s appearances and personalities. / Spoken Production / E7.1.SP1. Students will be able to report on apperances and personalities of other people. / Reading / E7.1.R1. Students will be able to understand a simple text about appearances, personalities, / and comparisons including explanations and reasons. / Writing / E7.1.W1. Students will be able to write simple pieces to compare people.

Contexts / Blogs / Diaries/Journal Entries / Illustrations / Jokes / Magazines / Plays / Podcasts / Posters / Questionnaires / Stories / Tables / Videos / Tasks/Activities / Drama (Role Play, Simulation, Pantomime) / Find Someone Who … / Games / Information/Opinion Gap / Information Transfer / Labeling / Matching / Questions and Answers / Reordering / Storytelling / True/False/No information / Assignments / • Students prepare a visual dictionary by including / new vocabulary items. / • Students prepare a poster of a famous person / they like.They describe his/her appearance and / personality

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.

Describing characters/people / (Making simple inquiries) / —What does your best friend look like? / —S/he is beautiful/handsome, with curly hair and green eyes. / —What is s/he like? / —S/he is slimmer than me and s/he has short and dark hair. / —My cousin is more outgoing than me; s/he has a lot of friends. / Making simple comparisons / (Giving explanations/reasons) / S/he can play basketball well because s/he is taller than me. / beautiful / cute / easy-going / generous / handsome / honest / headscarf / outgoing / plump / punctual / selfish / slim / smart / stubborn

Listening / E7.1.L1. Students will be able to understand clear, standard speech on appearances and / personalities. / Spoken Interaction / E7.1.SI1. Students will be able to talk about other people’s appearances and personalities. / Spoken Production / E7.1.SP1. Students will be able to report on apperances and personalities of other people. / Reading / E7.1.R1. Students will be able to understand a simple text about appearances, personalities, / and comparisons including explanations and reasons. / Writing / E7.1.W1. Students will be able to write simple pieces to compare people.

Contexts / Blogs / Diaries/Journal Entries / Illustrations / Jokes / Magazines / Plays / Podcasts / Posters / Questionnaires / Stories / Tables / Videos / Tasks/Activities / Drama (Role Play, Simulation, Pantomime) / Find Someone Who … / Games / Information/Opinion Gap / Information Transfer / Labeling / Matching / Questions and Answers / Reordering / Storytelling / True/False/No information / Assignments / • Students prepare a visual dictionary by including / new vocabulary items. / • Students prepare a poster of a famous person / they like.They describe his/her appearance and / personality

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.

Describing characters/people / (Making simple inquiries) / —What does your best friend look like? / —S/he is beautiful/handsome, with curly hair and green eyes. / —What is s/he like? / —S/he is slimmer than me and s/he has short and dark hair. / —My cousin is more outgoing than me; s/he has a lot of friends. / Making simple comparisons / (Giving explanations/reasons) / S/he can play basketball well because s/he is taller than me. / beautiful / cute / easy-going / generous / handsome / honest / headscarf / outgoing / plump / punctual / selfish / slim / smart / stubborn

Listening / E7.1.L1. Students will be able to understand clear, standard speech on appearances and / personalities. / Spoken Interaction / E7.1.SI1. Students will be able to talk about other people’s appearances and personalities. / Spoken Production / E7.1.SP1. Students will be able to report on apperances and personalities of other people. / Reading / E7.1.R1. Students will be able to understand a simple text about appearances, personalities, / and comparisons including explanations and reasons. / Writing / E7.1.W1. Students will be able to write simple pieces to compare people.

Contexts / Blogs / Diaries/Journal Entries / Illustrations / Jokes / Magazines / Plays / Podcasts / Posters / Questionnaires / Stories / Tables / Videos / Tasks/Activities / Drama (Role Play, Simulation, Pantomime) / Find Someone Who … / Games / Information/Opinion Gap / Information Transfer / Labeling / Matching / Questions and Answers / Reordering / Storytelling / True/False/No information / Assignments / • Students prepare a visual dictionary by including / new vocabulary items. / • Students prepare a poster of a famous person / they like.They describe his/her appearance and / personality

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.

Talking about routines and daily activities / —Do you often go on a diet? / —I never/sometimes/often/usually/ / always go on a diet. / —How often do you exercise/train? / —Once a month./Twice a day./Three times a week. / He usually goes jogging in the park. / Describing what people do regularly / (Giving explanations and reasons) / I never/sometimes/often/usually/ always wake up early in the mornings. / S/he eats healthy food and runs once/twice a day because s/he wants to win a medal. / They are never/sometimes/often/ / usually/always late to gym. / achieve / beat / draw / equipment / go jogging/swimming/skating/running/… / go on a diet / hit / indoor/outdoor / injury, -ies / lose / medal, -s / score ... / a goal/a point / spectator, -s / success, -es / train

Listening / E7.2.L1. Students will be able to recognize / frequency adverbs in simple oral texts. / Spoken Interaction / E7.2.SI1. Students will be able to ask questions related to the frequency of events. / Spoken Production / E7.2.SP1. Students will be able to talk about / routines/daily activities by using frequency / adverbs and giving explanations and reasons. / Reading / E7.2.R1. Students will be able to understand / short and simple texts on sports. / Writing / E7.2.W1. Students will be able to write pieces / about routines/daily activities by using frequency adverbs.

Contexts / Biographical Texts / Blogs / Diaries/Journal Entries / E-mails / Illustrations / Jokes / Letters / Magazines / News / Plays / Podcasts / Posters / Probes/Realia / Questionnaires / Reports / Stories / Tables / Videos / Tasks/Activities / Drama (Role Play, Simulation, Pantomime) / Find Someone Who … / Games / Guessing / Information/Opinion Gap / Information Transfer / Labeling / Matching / Questions and Answers / Reordering / Storytelling / True/False/No information / Assignments / • Students choose a famous sports figure from their own or another country, and they write about his/her routines/daily activities.

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.