10. Sınıf İngilizce Yıllık Planı 2026-2027

Listening / • Students will be able to use given pictures to predict the content. / • Students will be able to match the words with the pictures. / • Students will be able to listen for details to complete the table. / Pronunciation / • Students will be able to practise /g/ and /dʒ/ sounds. / Speaking / • Students will be able to tell events that are fixed on a schedule or a calendar. / • Students will be able to make a presentation about extreme sports. / • Students will be able to use expressions about commenting on mistakes according to given situations. / • Students will be able to talk about ethical values in sports. / • Students will be able to talk about Turkish traditional/national sports such as wrestling, javelin. / Reading / • Students will be able to skim and scan a newspaper article about extreme sports. / • Students will be able to identify transitive and intransitive verbs related to the topic. / • Students will be able to answer the comprehension questions about sports and sport events in the text. / Writing / • Students will be able to draft the topic and supporting sentences of their writings. / • Students will be able to write about an extreme sport for their own sports magazine. / • Students will be able to design their own sports magazine in groups.

• Talking about present activities and events / • Asking for and giving information / • Commenting on mistakes / • Talking about national, moral and cultural values / glasses /g/    jacket /dʒ/ / - I believe that my daughter will beat her opponent tomorrow. / - Daily News, “Fire breaks out in the hotel room where the players stay.” / - The football match starts in the stadium at 6 p.m. / - It’s only 3 p.m. But supporters are coming to the stadium. / - Have you ever heard of a woman who crossed the Antarctic so far? / - Yes. A teacher has become the first woman to cross the Antarctic so far. / - It’s impossible to beat you. I give in. / - Come on! You’re not done yet. / - The Kırkpınar Oil Wrestling Festival takes place in Edirne, Turkey. The oil man oils the wrestlers… / - He is a very successful scuba diver. / - Yes, he is, because he took diving up when he was five. / - She gave up climbing after having broken his leg. Then things are starting to look up. / - You mean everything is OK now. / - That wasn’t very clever! / - What a total disaster! / - What a stupid mistake! / - He made a mess of it. / Competition is not ethical. It’s reasonable that winners are crowned. But the allure of winning sometimes draws even true competitors to unethical behaviours.

Assessment is used to promote and check learning. Multiple assessment types and feedback sources should be incorporated into assessment to achieve variety to document students' achievements throughout the learning process. Learners are asked to show what they can do and produce rather than what they are able to recall or reproduce. Besides the traditional assessment tools such as multiple choice, true/false, and/or fill-in-the blanks, a variety of assessment tasks reflecting the dynamic, communicative, and interactive nature of language use in real-life should be used. / • Evaluating the integration of all four language skills as well as the other components of language such as lexis, structure, and pronunciation via Tach Pack, pen-paper in class exams or E-portfolios / • Assessing understanding, production, and use of analytical skills in English / • Evaluating listening/speaking skills via Discussion Time / • Designing communicative assessment tasks and assessing production / • Use of tools such as portfolios, projects, and/or communicative activities / • Reading a short passage on a current topic and/or listen to a short listening excerpt (or watch a short clip) and then writing a short argumentative paragraph to defend their ideas / • Selecting a random real life situation from a list given by the teacher and acting it out in the form of a conversation in pairs or groups. / • Involvement of multiple feedback providers for different assessment tasks (self, peer, teacher, computer-mediated, and/or parent evaluation / • Reading a news article and writing a short review or letter to the editor / • Reading authentic story/stories and writing a constructed response stating a point of view about the story and using illustrations from the story to support the point of view / • Reading an informative report and filling in charts/graphs/forms to demonstrate understanding

An eclectic approach to language teaching and learning forms the foundation. Teaching methods and techniques are selected according to the learning objectives and learners' needs and/or profiles. / • Simulating the natural process of first language acquisition / • Communicating in English in the classroom at all times / • Constantly practicing real-life English in various contexts / • Using a variety of interaction types (individual work, pair work, group work, whole class) during the lessons / • Addressing functions and four skills of language in an integrated way / • Focusing on “how?” and “why?” rather than “what?” / • Encouraging collaboration among students more than competition / • Fostering learner autonomy / • Providing blended-learning environment / • Providing safe, collaborative, interactive, and communicative learning environment / • Using tools that can foster language learning / • Promoting experiential learning and learning-by-doing / • Using audio materials in listening, movies or short documentaries / • Presenting unfamiliar topics by building on what is familiar / • Discovering meaning from context and/or given clues / • Modelling the correct use of language / • Praising and positive reinforcement / • Nurturing the willingness and motivation for language learning

Listening / • Students will be able to use given pictures to predict the content. / • Students will be able to match the words with the pictures. / • Students will be able to listen for details to complete the table. / Pronunciation / • Students will be able to practise /g/ and /dʒ/ sounds. / Speaking / • Students will be able to tell events that are fixed on a schedule or a calendar. / • Students will be able to make a presentation about extreme sports. / • Students will be able to use expressions about commenting on mistakes according to given situations. / • Students will be able to talk about ethical values in sports. / • Students will be able to talk about Turkish traditional/national sports such as wrestling, javelin. / Reading / • Students will be able to skim and scan a newspaper article about extreme sports. / • Students will be able to identify transitive and intransitive verbs related to the topic. / • Students will be able to answer the comprehension questions about sports and sport events in the text. / Writing / • Students will be able to draft the topic and supporting sentences of their writings. / • Students will be able to write about an extreme sport for their own sports magazine. / • Students will be able to design their own sports magazine in groups.

• Talking about present activities and events / • Asking for and giving information / • Commenting on mistakes / • Talking about national, moral and cultural values / glasses /g/    jacket /dʒ/ / - I believe that my daughter will beat her opponent tomorrow. / - Daily News, “Fire breaks out in the hotel room where the players stay.” / - The football match starts in the stadium at 6 p.m. / - It’s only 3 p.m. But supporters are coming to the stadium. / - Have you ever heard of a woman who crossed the Antarctic so far? / - Yes. A teacher has become the first woman to cross the Antarctic so far. / - It’s impossible to beat you. I give in. / - Come on! You’re not done yet. / - The Kırkpınar Oil Wrestling Festival takes place in Edirne, Turkey. The oil man oils the wrestlers… / - He is a very successful scuba diver. / - Yes, he is, because he took diving up when he was five. / - She gave up climbing after having broken his leg. Then things are starting to look up. / - You mean everything is OK now. / - That wasn’t very clever! / - What a total disaster! / - What a stupid mistake! / - He made a mess of it. / Competition is not ethical. It’s reasonable that winners are crowned. But the allure of winning sometimes draws even true competitors to unethical behaviours.

Assessment is used to promote and check learning. Multiple assessment types and feedback sources should be incorporated into assessment to achieve variety to document students' achievements throughout the learning process. Learners are asked to show what they can do and produce rather than what they are able to recall or reproduce. Besides the traditional assessment tools such as multiple choice, true/false, and/or fill-in-the blanks, a variety of assessment tasks reflecting the dynamic, communicative, and interactive nature of language use in real-life should be used. / • Evaluating the integration of all four language skills as well as the other components of language such as lexis, structure, and pronunciation via Tach Pack, pen-paper in class exams or E-portfolios / • Assessing understanding, production, and use of analytical skills in English / • Evaluating listening/speaking skills via Discussion Time / • Designing communicative assessment tasks and assessing production / • Use of tools such as portfolios, projects, and/or communicative activities / • Reading a short passage on a current topic and/or listen to a short listening excerpt (or watch a short clip) and then writing a short argumentative paragraph to defend their ideas / • Selecting a random real life situation from a list given by the teacher and acting it out in the form of a conversation in pairs or groups. / • Involvement of multiple feedback providers for different assessment tasks (self, peer, teacher, computer-mediated, and/or parent evaluation / • Reading a news article and writing a short review or letter to the editor / • Reading authentic story/stories and writing a constructed response stating a point of view about the story and using illustrations from the story to support the point of view / • Reading an informative report and filling in charts/graphs/forms to demonstrate understanding

An eclectic approach to language teaching and learning forms the foundation. Teaching methods and techniques are selected according to the learning objectives and learners' needs and/or profiles. / • Simulating the natural process of first language acquisition / • Communicating in English in the classroom at all times / • Constantly practicing real-life English in various contexts / • Using a variety of interaction types (individual work, pair work, group work, whole class) during the lessons / • Addressing functions and four skills of language in an integrated way / • Focusing on “how?” and “why?” rather than “what?” / • Encouraging collaboration among students more than competition / • Fostering learner autonomy / • Providing blended-learning environment / • Providing safe, collaborative, interactive, and communicative learning environment / • Using tools that can foster language learning / • Promoting experiential learning and learning-by-doing / • Using audio materials in listening, movies or short documentaries / • Presenting unfamiliar topics by building on what is familiar / • Discovering meaning from context and/or given clues / • Modelling the correct use of language / • Praising and positive reinforcement / • Nurturing the willingness and motivation for language learning

Listening / • Students will be able to use given pictures to predict the content. / • Students will be able to match the words with the pictures. / • Students will be able to listen for details to complete the table. / Pronunciation / • Students will be able to practise /g/ and /dʒ/ sounds. / Speaking / • Students will be able to tell events that are fixed on a schedule or a calendar. / • Students will be able to make a presentation about extreme sports. / • Students will be able to use expressions about commenting on mistakes according to given situations. / • Students will be able to talk about ethical values in sports. / • Students will be able to talk about Turkish traditional/national sports such as wrestling, javelin. / Reading / • Students will be able to skim and scan a newspaper article about extreme sports. / • Students will be able to identify transitive and intransitive verbs related to the topic. / • Students will be able to answer the comprehension questions about sports and sport events in the text. / Writing / • Students will be able to draft the topic and supporting sentences of their writings. / • Students will be able to write about an extreme sport for their own sports magazine. / • Students will be able to design their own sports magazine in groups.

• Talking about present activities and events / • Asking for and giving information / • Commenting on mistakes / • Talking about national, moral and cultural values / glasses /g/    jacket /dʒ/ / - I believe that my daughter will beat her opponent tomorrow. / - Daily News, “Fire breaks out in the hotel room where the players stay.” / - The football match starts in the stadium at 6 p.m. / - It’s only 3 p.m. But supporters are coming to the stadium. / - Have you ever heard of a woman who crossed the Antarctic so far? / - Yes. A teacher has become the first woman to cross the Antarctic so far. / - It’s impossible to beat you. I give in. / - Come on! You’re not done yet. / - The Kırkpınar Oil Wrestling Festival takes place in Edirne, Turkey. The oil man oils the wrestlers… / - He is a very successful scuba diver. / - Yes, he is, because he took diving up when he was five. / - She gave up climbing after having broken his leg. Then things are starting to look up. / - You mean everything is OK now. / - That wasn’t very clever! / - What a total disaster! / - What a stupid mistake! / - He made a mess of it. / Competition is not ethical. It’s reasonable that winners are crowned. But the allure of winning sometimes draws even true competitors to unethical behaviours.

Assessment is used to promote and check learning. Multiple assessment types and feedback sources should be incorporated into assessment to achieve variety to document students' achievements throughout the learning process. Learners are asked to show what they can do and produce rather than what they are able to recall or reproduce. Besides the traditional assessment tools such as multiple choice, true/false, and/or fill-in-the blanks, a variety of assessment tasks reflecting the dynamic, communicative, and interactive nature of language use in real-life should be used. / • Evaluating the integration of all four language skills as well as the other components of language such as lexis, structure, and pronunciation via Tach Pack, pen-paper in class exams or E-portfolios / • Assessing understanding, production, and use of analytical skills in English / • Evaluating listening/speaking skills via Discussion Time / • Designing communicative assessment tasks and assessing production / • Use of tools such as portfolios, projects, and/or communicative activities / • Reading a short passage on a current topic and/or listen to a short listening excerpt (or watch a short clip) and then writing a short argumentative paragraph to defend their ideas / • Selecting a random real life situation from a list given by the teacher and acting it out in the form of a conversation in pairs or groups. / • Involvement of multiple feedback providers for different assessment tasks (self, peer, teacher, computer-mediated, and/or parent evaluation / • Reading a news article and writing a short review or letter to the editor / • Reading authentic story/stories and writing a constructed response stating a point of view about the story and using illustrations from the story to support the point of view / • Reading an informative report and filling in charts/graphs/forms to demonstrate understanding

An eclectic approach to language teaching and learning forms the foundation. Teaching methods and techniques are selected according to the learning objectives and learners' needs and/or profiles. / • Simulating the natural process of first language acquisition / • Communicating in English in the classroom at all times / • Constantly practicing real-life English in various contexts / • Using a variety of interaction types (individual work, pair work, group work, whole class) during the lessons / • Addressing functions and four skills of language in an integrated way / • Focusing on “how?” and “why?” rather than “what?” / • Encouraging collaboration among students more than competition / • Fostering learner autonomy / • Providing blended-learning environment / • Providing safe, collaborative, interactive, and communicative learning environment / • Using tools that can foster language learning / • Promoting experiential learning and learning-by-doing / • Using audio materials in listening, movies or short documentaries / • Presenting unfamiliar topics by building on what is familiar / • Discovering meaning from context and/or given clues / • Modelling the correct use of language / • Praising and positive reinforcement / • Nurturing the willingness and motivation for language learning

Listening / • Students will be able to use given pictures to predict the content. / • Students will be able to match the words with the pictures. / • Students will be able to listen for details to complete the table. / Pronunciation / • Students will be able to practise /g/ and /dʒ/ sounds. / Speaking / • Students will be able to tell events that are fixed on a schedule or a calendar. / • Students will be able to make a presentation about extreme sports. / • Students will be able to use expressions about commenting on mistakes according to given situations. / • Students will be able to talk about ethical values in sports. / • Students will be able to talk about Turkish traditional/national sports such as wrestling, javelin. / Reading / • Students will be able to skim and scan a newspaper article about extreme sports. / • Students will be able to identify transitive and intransitive verbs related to the topic. / • Students will be able to answer the comprehension questions about sports and sport events in the text. / Writing / • Students will be able to draft the topic and supporting sentences of their writings. / • Students will be able to write about an extreme sport for their own sports magazine. / • Students will be able to design their own sports magazine in groups. / Listening / • Students will be able to put the past events in the correct order by listening to recorded text. / • Students will be able to express their feelings after listening to a variety of classic movie soundtracks. / Pronunciation / • Students will be able to practice sentence stress correctly. / Speaking / • Students will be able to talk about their past life. / • Students will be able to express their preferences about movies or books and reasons for their preferences. / • Students will be able to share their thoughts about a book they read or a movie they have watched. / • Students will be able to analyze character traits in books or movies they have read or watched. / Reading / • Students will be able to read a text about a well-known person such as a performer, film director, composer or an author and his/her works. / • Students will be able to analyze the short story or movie finding out its plot, setting, characters and climax. / • Students will be able to determine the meaning of new vocabulary using context clues. / • Students will be able to interpret a poem. / Writing / • Students will be able to write a short descriptive paragraph about a movie or novel poster. / • Students will be able to make an outline of their reviews. / • Students will be able to write a film or a book review.

• Talking about present activities and events / • Asking for and giving information / • Commenting on mistakes / • Talking about national, moral and cultural values / glasses /g/    jacket /dʒ/ / - I believe that my daughter will beat her opponent tomorrow. / - Daily News, “Fire breaks out in the hotel room where the players stay.” / - The football match starts in the stadium at 6 p.m. / - It’s only 3 p.m. But supporters are coming to the stadium. / - Have you ever heard of a woman who crossed the Antarctic so far? / - Yes. A teacher has become the first woman to cross the Antarctic so far. / - It’s impossible to beat you. I give in. / - Come on! You’re not done yet. / - The Kırkpınar Oil Wrestling Festival takes place in Edirne, Turkey. The oil man oils the wrestlers… / - He is a very successful scuba diver. / - Yes, he is, because he took diving up when he was five. / - She gave up climbing after having broken his leg. Then things are starting to look up. / - You mean everything is OK now. / - That wasn’t very clever! / - What a total disaster! / - What a stupid mistake! / - He made a mess of it. / Competition is not ethical. It’s reasonable that winners are crowned. But the allure of winning sometimes draws even true competitors to unethical behaviours. / • Talking about events in the past / • Talking about movies, books, music / • Expressing preferences / - You look exhausted. Why? / - I read throughout Les Misérables the day before and my eyes are extremely tired. / - Who rescued the lady from great fire in London in 1666? / - The lady was rescued by a man who was working in nearby the garage. John would rather not go to Rose’s reading club, because he said he isn’t keen on the authors they read. / - Would you prefer to watch a horror film? / - No, I’d prefer to watch a romantic film rather than a horror film. / ‘All the world’s a stage, / And all the men and women merely players; / They have their exits and their entrance / And one man in his time plays many parts, / His acts being seven ages…’ / — William Shakespeare / The Great Gatsby is told by a third person narrator Nick Carraway. He was once Gatsby’s neighbour. The setting of the story is 20’s America, rich environment. The climax occurs when Myrtle is killed. The Great Gatsby is a love story like Romeo… and the pursuit of the American dream.

Assessment is used to promote and check learning. Multiple assessment types and feedback sources should be incorporated into assessment to achieve variety to document students' achievements throughout the learning process. Learners are asked to show what they can do and produce rather than what they are able to recall or reproduce. Besides the traditional assessment tools such as multiple choice, true/false, and/or fill-in-the blanks, a variety of assessment tasks reflecting the dynamic, communicative, and interactive nature of language use in real-life should be used. / • Evaluating the integration of all four language skills as well as the other components of language such as lexis, structure, and pronunciation via Tach Pack, pen-paper in class exams or E-portfolios / • Assessing understanding, production, and use of analytical skills in English / • Evaluating listening/speaking skills via Discussion Time / • Designing communicative assessment tasks and assessing production / • Use of tools such as portfolios, projects, and/or communicative activities / • Reading a short passage on a current topic and/or listen to a short listening excerpt (or watch a short clip) and then writing a short argumentative paragraph to defend their ideas / • Selecting a random real life situation from a list given by the teacher and acting it out in the form of a conversation in pairs or groups. / • Involvement of multiple feedback providers for different assessment tasks (self, peer, teacher, computer-mediated, and/or parent evaluation / • Reading a news article and writing a short review or letter to the editor / • Reading authentic story/stories and writing a constructed response stating a point of view about the story and using illustrations from the story to support the point of view / • Reading an informative report and filling in charts/graphs/forms to demonstrate understanding

An eclectic approach to language teaching and learning forms the foundation. Teaching methods and techniques are selected according to the learning objectives and learners' needs and/or profiles. / • Simulating the natural process of first language acquisition / • Communicating in English in the classroom at all times / • Constantly practicing real-life English in various contexts / • Using a variety of interaction types (individual work, pair work, group work, whole class) during the lessons / • Addressing functions and four skills of language in an integrated way / • Focusing on “how?” and “why?” rather than “what?” / • Encouraging collaboration among students more than competition / • Fostering learner autonomy / • Providing blended-learning environment / • Providing safe, collaborative, interactive, and communicative learning environment / • Using tools that can foster language learning / • Promoting experiential learning and learning-by-doing / • Using audio materials in listening, movies or short documentaries / • Presenting unfamiliar topics by building on what is familiar / • Discovering meaning from context and/or given clues / • Modelling the correct use of language / • Praising and positive reinforcement / • Nurturing the willingness and motivation for language learning