12. Sınıf İngilizce Yıllık Planı 2026-2027

Listening / • Students will be able to take notes of an expert's advice about the steps for a job application. / • Students will be able to use their notes to answer the questions. / Pronunciation / • Students will be able to produce sounds: /eıə/, /aɪə/. / Speaking / • Students will be able to talk about their future/career plans. / • Students will be able to use expressions when they need to confirm understanding. / • Students will be able to talk about workday routines. / • Students will be able to use expressions that encourage people. / • Students will be able to take part in a job interview through a role play. / Reading / • Students will be able to complete a career test while reading. / • Students will be able to skim the text to get the general idea. / • Students will be able to match the headings with the paragraphs. / Writing / • Students will be able to write a job application letter/ transactional letter by adding their CVs. / • Students will be able to form sentences functioning with the same meaning.

•Talking about future plans / • Encouraging someone / • Confirming understanding / /eıǝ/ mayor - /aɪə/ fire / -How did you decide to become a pediatrician? / -Well, I have always loved children. First I wanted to be a teacher but... / -This job requires exceptional people from a variety of academic backgrounds and professions including finance, government, law etc. / -What are your long-term career goals? / -My goal is to find a position at a company where I can grow and take on new challenges over time. / Developing a career plan will help you outline a clear way as you begin looking for a new job. / -How do I apply for a job? / -Sweetie, don't you know? First of all, you have to submit an online application recruitment system and... / -Come on, just have a go. / -At least have a try. / -It's worth a shot. / "Start where you are. Use what you have. Do what you can." -Arthur Ashe / Sorry! I'm afraid I didn't catch that. Could you say that again, please? / Could you explain what you mean by home office? / When you say... do you mean...? / If I understand correctly, you're asking....

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 take notes of an expert's advice about the steps for a job application. / • Students will be able to use their notes to answer the questions. / Pronunciation / • Students will be able to produce sounds: /eıə/, /aɪə/. / Speaking / • Students will be able to talk about their future/career plans. / • Students will be able to use expressions when they need to confirm understanding. / • Students will be able to talk about workday routines. / • Students will be able to use expressions that encourage people. / • Students will be able to take part in a job interview through a role play. / Reading / • Students will be able to complete a career test while reading. / • Students will be able to skim the text to get the general idea. / • Students will be able to match the headings with the paragraphs. / Writing / • Students will be able to write a job application letter/ transactional letter by adding their CVs. / • Students will be able to form sentences functioning with the same meaning.

•Talking about future plans / • Encouraging someone / • Confirming understanding / /eıǝ/ mayor - /aɪə/ fire / -How did you decide to become a pediatrician? / -Well, I have always loved children. First I wanted to be a teacher but... / -This job requires exceptional people from a variety of academic backgrounds and professions including finance, government, law etc. / -What are your long-term career goals? / -My goal is to find a position at a company where I can grow and take on new challenges over time. / Developing a career plan will help you outline a clear way as you begin looking for a new job. / -How do I apply for a job? / -Sweetie, don't you know? First of all, you have to submit an online application recruitment system and... / -Come on, just have a go. / -At least have a try. / -It's worth a shot. / "Start where you are. Use what you have. Do what you can." -Arthur Ashe / Sorry! I'm afraid I didn't catch that. Could you say that again, please? / Could you explain what you mean by home office? / When you say... do you mean...? / If I understand correctly, you're asking....

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 take notes of an expert's advice about the steps for a job application. / • Students will be able to use their notes to answer the questions. / Pronunciation / • Students will be able to produce sounds: /eıə/, /aɪə/. / Speaking / • Students will be able to talk about their future/career plans. / • Students will be able to use expressions when they need to confirm understanding. / • Students will be able to talk about workday routines. / • Students will be able to use expressions that encourage people. / • Students will be able to take part in a job interview through a role play. / Reading / • Students will be able to complete a career test while reading. / • Students will be able to skim the text to get the general idea. / • Students will be able to match the headings with the paragraphs. / Writing / • Students will be able to write a job application letter/ transactional letter by adding their CVs. / • Students will be able to form sentences functioning with the same meaning.

•Talking about future plans / • Encouraging someone / • Confirming understanding / /eıǝ/ mayor - /aɪə/ fire / -How did you decide to become a pediatrician? / -Well, I have always loved children. First I wanted to be a teacher but... / -This job requires exceptional people from a variety of academic backgrounds and professions including finance, government, law etc. / -What are your long-term career goals? / -My goal is to find a position at a company where I can grow and take on new challenges over time. / Developing a career plan will help you outline a clear way as you begin looking for a new job. / -How do I apply for a job? / -Sweetie, don't you know? First of all, you have to submit an online application recruitment system and... / -Come on, just have a go. / -At least have a try. / -It's worth a shot. / "Start where you are. Use what you have. Do what you can." -Arthur Ashe / Sorry! I'm afraid I didn't catch that. Could you say that again, please? / Could you explain what you mean by home office? / When you say... do you mean...? / If I understand correctly, you're asking....

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 take notes of an expert's advice about the steps for a job application. / • Students will be able to use their notes to answer the questions. / Pronunciation / • Students will be able to produce sounds: /eıə/, /aɪə/. / Speaking / • Students will be able to talk about their future/career plans. / • Students will be able to use expressions when they need to confirm understanding. / • Students will be able to talk about workday routines. / • Students will be able to use expressions that encourage people. / • Students will be able to take part in a job interview through a role play. / Reading / • Students will be able to complete a career test while reading. / • Students will be able to skim the text to get the general idea. / • Students will be able to match the headings with the paragraphs. / Writing / • Students will be able to write a job application letter/ transactional letter by adding their CVs. / • Students will be able to form sentences functioning with the same meaning. / Listening / • Students will be able to take notes the essentials of lectures, talks or reports which are academic or professional to answer the questions related to topic. / • Students will be able to listen to find out difficulties of immigrants meet. / Pronunciation / • Students will be able to focus on utterances spoken in different accents in English: Latin, Canadian, Australian, South African, etc. / Speaking / • Students will be able to talk about experiences and events in the past. / • Students will be able to discuss the reasons of immigration by using expressions to analyze the problem. / • Students will be able to talk about the solutions to prevent immigration in the future. / • Students will be able to discuss about stereotypes. / Reading / • Students will be able to skim authentic text to get the main idea. / • Students will be able to match the topics with the paragraphs of the text. / • Students will be able to change the forms of the words in the text to make meaningful sentences such as migrate- immigrant- immigration. / • Students will be able to match the problems with the solutions. / Writing / • Students will be able to write an argumentative essay about immigrants and their difficulties. / • Students will be able to use transitional expressions.

•Talking about future plans / • Encouraging someone / • Confirming understanding / /eıǝ/ mayor - /aɪə/ fire / -How did you decide to become a pediatrician? / -Well, I have always loved children. First I wanted to be a teacher but... / -This job requires exceptional people from a variety of academic backgrounds and professions including finance, government, law etc. / -What are your long-term career goals? / -My goal is to find a position at a company where I can grow and take on new challenges over time. / Developing a career plan will help you outline a clear way as you begin looking for a new job. / -How do I apply for a job? / -Sweetie, don't you know? First of all, you have to submit an online application recruitment system and... / -Come on, just have a go. / -At least have a try. / -It's worth a shot. / "Start where you are. Use what you have. Do what you can." -Arthur Ashe / Sorry! I'm afraid I didn't catch that. Could you say that again, please? / Could you explain what you mean by home office? / When you say... do you mean...? / If I understand correctly, you're asking.... / • Talking about reasons and results / • Talking about past / • Using expressions to analyze a problem / -In the era of globalization, economic or labour migration is on the rise. Why? / -We can say that due to the lack of employment opportunities and increased demands for low-wage workers in developed countries... / Hawaii princess Kaiulani had been taken away from her lands for her own safety. She lived in England for a while for her protection and education. / -Why did you immigrate here? / -I wanted to provide better opportunities to myself and my family. / -What kind of difficulties have you met since you came here? / -I couldn't speak your language; besides I had problems due to cultural differences. / -What do people think about immigrants in your country? / -Some people think immigrants are taking our jobs. They don't contribute to society. / -I don't think so. These are only myths and stereotypes. / We should consider this problem step by step. I think the first step is... / If we break this question down into smaller parts, we can see clearly that...

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