11. Sınıf İngilizce Yıllık Planı 2026-2027

Listening / • Students will be able to complete a table according to the conversation about the orientation process of a course or school abroad. / • Students will be able to follow order of events. / • Students will be able to identify the pieces of advice on international opportunities. / Pronunciation / • Students will be able to produce stress of multi-syllabic words. / Speaking / • Students will be able to ask for and give information about educational programmes such as Erasmus, Jean Monnet. / • Students will be able to present the information about international volunteering programmes such as Overseas Volunteers after searching on the Net. / • Students will be able to talk about what kind of qualifications they need to contribute to their career. / • Students will be able to express possible opportunities in different areas such as scholarship, internship, graduate study. / • Reading / Students will be able to match headings with the paragraphs. / • Students will be able to scan a text in order to find out the detailed information. / • Students will be able to ask questions about opportunities abroad in the text or questions about studying the text. / • Writing / Students will be able to write an outline for the essay. / • Students will be able to write an application letter by using appropriate format rules.

• Asking for and giving information / • Talking about present events/situations / • Talking about opportunities / I'm applying for... / Why do you want another degree? / Do many students in your country study abroad? / The number of people going abroad to study has been increasing year by year. / Can you give me some information about what facilities your hostel has? / There is an Internet connection and a bath in each room. / Could you talk about the advantages of one year exchange programme? / Your exchange programme is the best year of my life, because it is an opportunity to learn a new culture and a foreign language. I've been an ambassador of my native culture. In addition to this, I've made friends for a lifetime... / In what ways do volunteering programmes contribute to my future career? / They challenge you and provide an excellent framework for personal growth and development. / I want to apply for an exchange programme, but how? / You had better contact the related club in your area to learn about exchange opportunities, please. / Making the decision to live abroad for work or for study is a huge and life changing decision and you can have opportunities more than you have expected.

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 complete a table according to the conversation about the orientation process of a course or school abroad. / • Students will be able to follow order of events. / • Students will be able to identify the pieces of advice on international opportunities. / Pronunciation / • Students will be able to produce stress of multi-syllabic words. / Speaking / • Students will be able to ask for and give information about educational programmes such as Erasmus, Jean Monnet. / • Students will be able to present the information about international volunteering programmes such as Overseas Volunteers after searching on the Net. / • Students will be able to talk about what kind of qualifications they need to contribute to their career. / • Students will be able to express possible opportunities in different areas such as scholarship, internship, graduate study. / • Reading / Students will be able to match headings with the paragraphs. / • Students will be able to scan a text in order to find out the detailed information. / • Students will be able to ask questions about opportunities abroad in the text or questions about studying the text. / • Writing / Students will be able to write an outline for the essay. / • Students will be able to write an application letter by using appropriate format rules.

• Asking for and giving information / • Talking about present events/situations / • Talking about opportunities / I'm applying for... / Why do you want another degree? / Do many students in your country study abroad? / The number of people going abroad to study has been increasing year by year. / Can you give me some information about what facilities your hostel has? / There is an Internet connection and a bath in each room. / Could you talk about the advantages of one year exchange programme? / Your exchange programme is the best year of my life, because it is an opportunity to learn a new culture and a foreign language. I've been an ambassador of my native culture. In addition to this, I've made friends for a lifetime... / In what ways do volunteering programmes contribute to my future career? / They challenge you and provide an excellent framework for personal growth and development. / I want to apply for an exchange programme, but how? / You had better contact the related club in your area to learn about exchange opportunities, please. / Making the decision to live abroad for work or for study is a huge and life changing decision and you can have opportunities more than you have expected.

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 complete a table according to the conversation about the orientation process of a course or school abroad. / • Students will be able to follow order of events. / • Students will be able to identify the pieces of advice on international opportunities. / Pronunciation / • Students will be able to produce stress of multi-syllabic words. / Speaking / • Students will be able to ask for and give information about educational programmes such as Erasmus, Jean Monnet. / • Students will be able to present the information about international volunteering programmes such as Overseas Volunteers after searching on the Net. / • Students will be able to talk about what kind of qualifications they need to contribute to their career. / • Students will be able to express possible opportunities in different areas such as scholarship, internship, graduate study. / • Reading / Students will be able to match headings with the paragraphs. / • Students will be able to scan a text in order to find out the detailed information. / • Students will be able to ask questions about opportunities abroad in the text or questions about studying the text. / • Writing / Students will be able to write an outline for the essay. / • Students will be able to write an application letter by using appropriate format rules.

• Asking for and giving information / • Talking about present events/situations / • Talking about opportunities / I'm applying for... / Why do you want another degree? / Do many students in your country study abroad? / The number of people going abroad to study has been increasing year by year. / Can you give me some information about what facilities your hostel has? / There is an Internet connection and a bath in each room. / Could you talk about the advantages of one year exchange programme? / Your exchange programme is the best year of my life, because it is an opportunity to learn a new culture and a foreign language. I've been an ambassador of my native culture. In addition to this, I've made friends for a lifetime... / In what ways do volunteering programmes contribute to my future career? / They challenge you and provide an excellent framework for personal growth and development. / I want to apply for an exchange programme, but how? / You had better contact the related club in your area to learn about exchange opportunities, please. / Making the decision to live abroad for work or for study is a huge and life changing decision and you can have opportunities more than you have expected.

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 complete a table according to the conversation about the orientation process of a course or school abroad. / • Students will be able to follow order of events. / • Students will be able to identify the pieces of advice on international opportunities. / Pronunciation / • Students will be able to produce stress of multi-syllabic words. / Speaking / • Students will be able to ask for and give information about educational programmes such as Erasmus, Jean Monnet. / • Students will be able to present the information about international volunteering programmes such as Overseas Volunteers after searching on the Net. / • Students will be able to talk about what kind of qualifications they need to contribute to their career. / • Students will be able to express possible opportunities in different areas such as scholarship, internship, graduate study. / • Reading / Students will be able to match headings with the paragraphs. / • Students will be able to scan a text in order to find out the detailed information. / • Students will be able to ask questions about opportunities abroad in the text or questions about studying the text. / • Writing / Students will be able to write an outline for the essay. / • Students will be able to write an application letter by using appropriate format rules. / Listening / • Students will be able to catch the required information in the text. / • Students will be able to identify past events in listening text. / Pronunciation / • Students will be able to notice sentence stress appropriately to use. / Speaking / • Students will be able to tell a survival story or describe an event. / • Students will be able to describe pictures on a survival story. / • Students will be able to talk about sequential actions. / • Students will be able to use expressions to correct themselves in a conversation. / Reading / • Students will be able to scan stories to put the events into correct order. / • Students will be able to match the stories with the pictures. / • Students will be able to change the forms of the words to make meaningful sentences such as survive-survival, rescue-rescuer. / • Students will be able to guess the meaning of the vocabulary from the context. / Writing / • Students will be able to summarize a survival story that they have searched on the Net. / • Students will be able to use necessary linking words in their writings."

• Asking for and giving information / • Talking about present events/situations / • Talking about opportunities / I'm applying for... / Why do you want another degree? / Do many students in your country study abroad? / The number of people going abroad to study has been increasing year by year. / Can you give me some information about what facilities your hostel has? / There is an Internet connection and a bath in each room. / Could you talk about the advantages of one year exchange programme? / Your exchange programme is the best year of my life, because it is an opportunity to learn a new culture and a foreign language. I've been an ambassador of my native culture. In addition to this, I've made friends for a lifetime... / In what ways do volunteering programmes contribute to my future career? / They challenge you and provide an excellent framework for personal growth and development. / I want to apply for an exchange programme, but how? / You had better contact the related club in your area to learn about exchange opportunities, please. / Making the decision to live abroad for work or for study is a huge and life changing decision and you can have opportunities more than you have expected. / • Narrating past events / • Talking about sequential actions and a series of events or a process / • Correcting yourself in a conversation / How did Ricky Megee survive in the Australian Deserts? / First Megee found cave which served her as a shelter and she survived on a diet of salamanders, frog, leeches, lizards. Then she stumbled upon a river and was able to stay well-hydrated until she was found by a shepherd. / Having rescued, she was taken to the hospital. / Found by the edge of a river, he was still breathing. / The accident, having been shot by a handy, was seen on the evening agents. / Rescued by help of rescue team, the climbers could survive. / As a migrant, I used to live hard life. Everyone in the family had to work to survive. / Well, in fact... / I mean... / That's to say, it was difficult to inform him about the accident.

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