8. Sınıf İngilizce Yıllık Planı 2026-2027

Accepting and refusing / Apologizing / Giving explanations and reasons / Would you like to come over tomorrow? / —I’m sorry, but I can’t come over because my cousin is coming tomorrow. / —Sure, that sounds fun! / Would you like some fruit juice? / —Yes, I’d love some. / —No, thanks. I’m full/stuffed. / —Yeah, that would be great. / How about going to the cinema this Saturday? / —Sure, it sounds good/great/awesome. / —Yeah, why not. / —I’ll text our friends to come over at 7 o’clock, then. / Making simple inquiries / Are you busy tomorrow evening? / —No, not at all. Why? / back up / best/close/true friend, -s / buddy, -ies / cool / count on / get on well with somebody / go for a walk / laid-back / mate, -s / secret, -s / share / support / trust

Listening / E8.1.L1. Students will be able to understand the specific information in short conversations on everyday topics, such as accepting and refusing an offer/invitation, apologizing and making simple inquiries. / Spoken Interaction / E8.1.SI1. Students will be able to interact with / reasonable ease in structured situations and / short conversations involving accepting and / refusing an offer/invitation, apologizing and / making simple inquiries. / Spoken Production / E8.1.SP1. Students will be able to structure a talk to make simple inquiries, give explanations and reasons. / Reading / E8.1.R1. Students will be able to understand / short and simple texts about friendship. / E8.1.R2. Students will be able to understand / short and simple invitation letters, cards and / e-mails. / Writing / E8.1.W1. Students will be able to write a short / and simple letter apologizing and giving reasons for not attending a party in response to an invitation.

Contexts / Blogs / Diaries/Journal Entries / E-mails / Illustrations / Lists / News / Notes and Messages / Podcasts / Posters / Questionnaires / Reports / Songs / Stories / Tables / Videos / Websites / 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 prepare a visual dictionary by including new vocabulary items.

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.

Accepting and refusing / Apologizing / Giving explanations and reasons / Would you like to come over tomorrow? / —I’m sorry, but I can’t come over because my cousin is coming tomorrow. / —Sure, that sounds fun! / Would you like some fruit juice? / —Yes, I’d love some. / —No, thanks. I’m full/stuffed. / —Yeah, that would be great. / How about going to the cinema this Saturday? / —Sure, it sounds good/great/awesome. / —Yeah, why not. / —I’ll text our friends to come over at 7 o’clock, then. / Making simple inquiries / Are you busy tomorrow evening? / —No, not at all. Why? / back up / best/close/true friend, -s / buddy, -ies / cool / count on / get on well with somebody / go for a walk / laid-back / mate, -s / secret, -s / share / support / trust

Listening / E8.1.L1. Students will be able to understand the specific information in short conversations on everyday topics, such as accepting and refusing an offer/invitation, apologizing and making simple inquiries. / Spoken Interaction / E8.1.SI1. Students will be able to interact with / reasonable ease in structured situations and / short conversations involving accepting and / refusing an offer/invitation, apologizing and / making simple inquiries. / Spoken Production / E8.1.SP1. Students will be able to structure a talk to make simple inquiries, give explanations and reasons. / Reading / E8.1.R1. Students will be able to understand / short and simple texts about friendship. / E8.1.R2. Students will be able to understand / short and simple invitation letters, cards and / e-mails. / Writing / E8.1.W1. Students will be able to write a short / and simple letter apologizing and giving reasons for not attending a party in response to an invitation.

Contexts / Blogs / Diaries/Journal Entries / E-mails / Illustrations / Lists / News / Notes and Messages / Podcasts / Posters / Questionnaires / Reports / Songs / Stories / Tables / Videos / Websites / 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 prepare a visual dictionary by including new vocabulary items.

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.

Accepting and refusing / Apologizing / Giving explanations and reasons / Would you like to come over tomorrow? / —I’m sorry, but I can’t come over because my cousin is coming tomorrow. / —Sure, that sounds fun! / Would you like some fruit juice? / —Yes, I’d love some. / —No, thanks. I’m full/stuffed. / —Yeah, that would be great. / How about going to the cinema this Saturday? / —Sure, it sounds good/great/awesome. / —Yeah, why not. / —I’ll text our friends to come over at 7 o’clock, then. / Making simple inquiries / Are you busy tomorrow evening? / —No, not at all. Why? / back up / best/close/true friend, -s / buddy, -ies / cool / count on / get on well with somebody / go for a walk / laid-back / mate, -s / secret, -s / share / support / trust

Listening / E8.1.L1. Students will be able to understand the specific information in short conversations on everyday topics, such as accepting and refusing an offer/invitation, apologizing and making simple inquiries. / Spoken Interaction / E8.1.SI1. Students will be able to interact with / reasonable ease in structured situations and / short conversations involving accepting and / refusing an offer/invitation, apologizing and / making simple inquiries. / Spoken Production / E8.1.SP1. Students will be able to structure a talk to make simple inquiries, give explanations and reasons. / Reading / E8.1.R1. Students will be able to understand / short and simple texts about friendship. / E8.1.R2. Students will be able to understand / short and simple invitation letters, cards and / e-mails. / Writing / E8.1.W1. Students will be able to write a short / and simple letter apologizing and giving reasons for not attending a party in response to an invitation.

Contexts / Blogs / Diaries/Journal Entries / E-mails / Illustrations / Lists / News / Notes and Messages / Podcasts / Posters / Questionnaires / Reports / Songs / Stories / Tables / Videos / Websites / 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 prepare a visual dictionary by including new vocabulary items.

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.

Expressing likes and dislikes / I love/like/enjoy going to concerts. / I hate/dislike shopping with my parents. / Expressing preferences / I prefer hip-hop concerts, I think they’re terrific. / I prefer reading the news online. / Stating personal opinions / (Making simple inquiries) / What do you do in the evenings? / I usually do my homework, but I also listen to music. I love rap. And to be honest, I never listen to pop music; I / can’t stand it. I think it’s unbearable. I rarely/seldom go to the theater. I am / fond of/keen on camping. / argue / casual / fashion, -s / impressive / relationship, -s / ridiculous / serious / snob, -s / teenager, -s / terrific / trendy / unbearable / types of music

Listening / E8.2.L1. Students will be able to understand / phrases and expressions about regular activities of teenagers. / Spoken Interaction / E8.2.SI1. Students will be able to talk about / regular activities of teenagers. / Spoken Production / E8.2.SP1. Students will be able to express what they prefer, like and dislike. / E8.2.SP2. Students will be able to give a simple description of daily activities in a simple way. / Reading / E8.2.R1. Students will be able to understand / short and simple texts about regular activities of teenagers. / Writing / E8.2.W1. Students will be able to write a short / and simple paragraph about regular activities of teenagers.

Contexts / Blogs / Charts / Diaries/Journal Entries / E-mails / Illustrations / Lists / News / Notes and Messages / Podcasts / Posters / Questionnaires / Reports / Songs / Stories / Videos / Websites / 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 write a short and simple paragraph about a music band and state the characterictics of the band.

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.