OYSS · 2026-2027 konu soru dağılımı
9. Sınıf İngilizce OYSS 1. Yazılı Senaryoları 2026-2027
9. sınıf İngilizce dersi 2026-2027 yılında OYSS ile yazılır. Okul bir senaryo seçer ve öğrencilere duyurur; aşağıdaki tablo, hangi öğrenme çıktısından kaç soru geleceğini gösterir.
Son güncelleme:
9. sınıf İngilizce
- Senaryo
- 5
- Öğrenme çıktısı
- 12
- Toplam soru
- 6-7
- Zümre sorusu
- 2
9. sınıf İngilizce 1. dönem 1. yazılı senaryoları
5 senaryo
Her hücre, o senaryoda ilgili öğrenme çıktısından kaç soru sorulacağını gösterir. Kapsanan ünite ve temalar: Revision 1, Revision 2, School lıfe.
Okulunuzun duyurduğu senaryo hangisi?
Bir senaryo seçerseniz yalnızca onun sütunu gösterilir.
| Öğrenme çıktısı | Senaryo 1 | Senaryo 2 | Senaryo 3 | Senaryo 4 | Senaryo 5 |
|---|---|---|---|---|---|
| Revision 1ENG.8.1.R3.Students can make sense of and derive meaning from the current content on “school lifeand education with school events and celebrations (sports, music, drama); developing theenvironment; national days and celebrations”. | 1 | — | 1 | 1 | 1 |
| Revision 1ENG.8.2.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, based onthe current content about “classroom life and learning with preferences for different learningactivities; preferences for different learning technologies” after recognising them in contextand developing their conscious and inductive vocabulary learning skills. | 1 | — | 1 | — | 1 |
| Revision 1ENG.8.3.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “personal life and well-being with mobile phonesand their impact on health and social life; personal preferences for films and visual arts”, afterrecognising them in context and developing their conscious and inductive grammaring skillsthrough consciousness-raising and discovery. | 1 | — | — | 1 | — |
| Revision 1ENG.8.4.R3.Students can make sense of and derive meaning from the current content on “family life andhome with relationships, problems and solutions in the family; different houses and livingstyles”. | 1 | 1 | 1 | — | 1 |
| Revision 2ENG.8.6.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, basedon the current content about “life in the world and culture with different cooking styles andpreferences in the world; different food cultures in the world” after recognising them in contextand developing their conscious and inductive vocabulary learning skills. | — | 1 | — | 1 | 1 |
| Revision 2ENG.8.8.R3.Students can make sense of and derive meaning from the current content on “life in theuniverse and future with transport in the future; self-driving cars; flying vehicles in the future”. | — | 1 | — | 1 | 1 |
| School lıfeENG.9.1.R2. Students can bring information together about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' through skimming, scanning and detailed reading. | 1 | — | — | — | 1 |
| School lıfeENG.9.1.R3. Students can make sense of and derive meaning from the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. | — | — | 1 | — | — |
| School lıfeENG.9.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. | — | 1 | — | 1 | — |
| School lıfeENG.9.1.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''school life with students of different countries, nationalities, and languages; capitals oftheir countries, and touristattractions; activities in their capitals and countries; national days and celebrations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. | — | 2 | 1 | 1 | — |
| School lıfeENG.9.1.W3. Students can construct new written content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' based on their understanding of the model(s) provided. | 1 | — | 1 | — | — |
| School lıfeENG.9.1.W4. Students can practise producing written content based on the current theme ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. | — | 1 | — | 1 | 1 |
| Toplam soru | 6 | 7 | 6 | 7 | 7 |
9. sınıf İngilizce 1. dönem 2. yazılı senaryoları
5 senaryo
Her hücre, o senaryoda ilgili öğrenme çıktısından kaç soru sorulacağını gösterir. Kapsanan ünite ve temalar: Revision 1, Revision 2, School lıfe, Classroom lıfe, Personal lıfe: physıcal appearance & personalıty.
Okulunuzun duyurduğu senaryo hangisi?
Bir senaryo seçerseniz yalnızca onun sütunu gösterilir.
| Öğrenme çıktısı | Senaryo 1 | Senaryo 2 | Senaryo 3 | Senaryo 4 | Senaryo 5 |
|---|---|---|---|---|---|
| Revision 1ENG.8.1.R3.Students can make sense of and derive meaning from the current content on “school lifeand education with school events and celebrations (sports, music, drama); developing theenvironment; national days and celebrations”. | 1 | — | — | — | — |
| Revision 1ENG.8.3.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “personal life and well-being with mobile phonesand their impact on health and social life; personal preferences for films and visual arts”, afterrecognising them in context and developing their conscious and inductive grammaring skillsthrough consciousness-raising and discovery. | — | — | 1 | — | — |
| Revision 1ENG.8.4.R3.Students can make sense of and derive meaning from the current content on “family life andhome with relationships, problems and solutions in the family; different houses and livingstyles”. | — | — | — | — | 1 |
| Revision 2ENG.8.6.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, basedon the current content about “life in the world and culture with different cooking styles andpreferences in the world; different food cultures in the world” after recognising them in contextand developing their conscious and inductive vocabulary learning skills. | — | — | — | 1 | — |
| Revision 2ENG.8.8.R3.Students can make sense of and derive meaning from the current content on “life in theuniverse and future with transport in the future; self-driving cars; flying vehicles in the future”. | — | 1 | — | — | — |
| School lıfeENG.9.1.R2. Students can bring information together about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' through skimming, scanning and detailed reading. | 1 | — | — | 1 | — |
| School lıfeENG.9.1.R3. Students can make sense of and derive meaning from the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. | — | — | 1 | — | — |
| School lıfeENG.9.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. | — | 1 | — | — | 1 |
| Classroom lıfeENG.9.2.R2. Students can bring information together about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' through skimming, scanning and detailed reading. | — | 1 | 1 | — | — |
| Classroom lıfeENG.9.2.R3. Students can make sense of and derive meaning from the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. | — | — | — | 1 | 1 |
| Classroom lıfeENG.9.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. | 1 | 1 | 1 | — | — |
| Classroom lıfeENG.9.2.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. | 1 | — | 1 | 1 | — |
| Classroom lıfeENG.9.2.W3. Students can construct new written content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' based on their understanding of the model(s) provided. | 1 | — | — | — | — |
| Classroom lıfeENG.9.2.W4. Students can practise producing written content based on the current theme ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' | — | 1 | — | 1 | — |
| Personal lıfe: physıcal appearance & personalıtyENG.9.3.R2. Students can bring information together about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' through skimming, scanning and detailed reading. | — | — | 1 | — | — |
| Personal lıfe: physıcal appearance & personalıtyENG.9.3.R3. Students can make sense of and derive meaning from the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. | 1 | — | — | — | — |
| Personal lıfe: physıcal appearance & personalıtyENG.9.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. | 1 | — | 1 | 1 | 1 |
| Personal lıfe: physıcal appearance & personalıtyENG.9.3.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness- raising and discovery. | — | 1 | — | 1 | 1 |
| Personal lıfe: physıcal appearance & personalıtyENG.9.3.W3. Students can construct new written content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' based on their understanding of the model(s) provided. | 1 | — | — | — | 1 |
| Personal lıfe: physıcal appearance & personalıtyENG.9.3.W4. Students can practise producing written content based on the current theme ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. | — | — | 1 | — | — |
| Toplam soru | 8 | 6 | 8 | 7 | 6 |
Bu tablo nasıl okunur?
- Okulunuzun duyurduğu senaryonun sütununa bakın. Hücresi — olan öğrenme çıktısından o senaryoda soru gelmez.
- Sayısı birden fazla olan çıktıdan birden çok soru gelebilir. Sorular açık uçludur: cevabı şık işaretleyerek değil, yazarak verirsiniz.
- Her sınavda iki soruyu okulunuzun zümresi yazar, kalanı Bakanlık havuzundan gelir.
Sınav mantığını OYSS nasıl çalışır sayfasında, öğrenci tarafını öğrenci rehberinde, sistemin ekran adımlarını öğretmen rehberinde bulabilirsiniz.
9. sınıf İngilizce OYSS hakkında sık sorulanlar
9. sınıf İngilizce OYSS yazılısında kaç soru olur?
1. dönem 1. yazılı için yayımlanan 5 senaryoda toplam soru sayısı 6 ile 7 arasındadır. Hangi senaryonun uygulanacağını okulunuzun zümresi seçer ve sınavdan önce duyurur.
9. sınıf İngilizce yazılısında soruların kaçını öğretmenler yazar?
İkisini. Zümre, seçilen senaryodaki iki öğrenme çıktısı için iki açık uçlu soruyu puanlama anahtarıyla birlikte yazar. Kalan sorular Bakanlık soru havuzundan gelir.
9. sınıf İngilizce OYSS sınavı kaç puan üzerinden değerlendirilir?
100 tam puan üzerinden. Her sorunun puanını zümre; öğrenme çıktısı, kapsam ve güçlük düzeyini dikkate alarak, sistemin verdiği aralıkta belirler.
9. sınıf İngilizce için hangi senaryo geçerli?
Bakanlık senaryoları yayımlar, hangisinin kullanılacağını okulunuzun zümresi seçer. Okulunuz seçimi sınavdan önce öğrencilere duyurur; öğretmeninize sorabilirsiniz.
9. sınıf İngilizce sınavında dinleme ve konuşma da var mı?
Evet. Bu derslerin sınavı yazılı ve uygulamalı olmak üzere iki aşamalıdır. Yazılı kısım okul genelinde ortak yapılır, dinleme ve konuşma becerilerini ölçen uygulamalı kısmı ders öğretmeni yapar. İki puan e-Okul’a ayrı ayrı girilir.
9. sınıf İngilizce yazılısı hangi gün yapılır?
Ülke geneli takvimdeki sekiz sınav dışında kalan derslerin yazılı günü okulunuzun takvimine göre belirlenir. Güncel gün için okul duyurularına bakın.
Lise İngilizce dersinin diğer sınıfları
9. sınıfın diğer dersleri
Kaynak: ÖDSGM 2026-2027 1. dönem konu soru dağılım tabloları · Excel dosyası. Bu sayfada 1. dönem tabloları yer alır. Sayfa 20 Ekim 2026 tarihinde güncellendi; bilgilendirme amaçlıdır, resmî dosya esastır (sorumluluk reddi).