2025-2026 eğitim öğretim yılı Ortak Yazılı Sınavlar 9. Sınıf İngilizce Dersi Konu Soru Dağılım Tablosu yayımlandı. Ölçme ve Değerlendirme Yönetmeliği’nde yayımlanan karara göre ülke, il, ilçe ve okul genelinde yapılacak ortak yazılı sınavlar, sınıf veya alan zümreleri ve ölçme değerlendirme merkezi müdürlüklerince hazırlanacak konu soru dağılım tabloları çerçevesinde uygulanacak. Aşağıda il/ilçe ve okul genelinde yapılacak ortak yazılı sınavlara yönelik senaryo ve konu soru dağılım tablosunu görebilirsiniz.
Ortak Yazılı Sınavlar 9. Sınıf İngilizce Dersi Konu Soru Dağılım Tablosu
9. Sınıf İngilizce Dersi 1. Dönem 1. Ortak Yazılı Sınavlar – Senaryo 1
| Tema | Öğrenme Çıktıları | Soru Sayısı |
| Revision 1 | Students can make sense of and derive meaning from the current content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” after recognising them in context and developing their conscious and inductive vocabulary learning skills. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. |
1 |
| Revision 2 | Students can make sense of and derive meaning from the current content on “life in the neighbourhood and city including social life with sports events in the city and rural areas; pros and cons of living in rural areas and in the city”. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the neighbourhood and city including social life with sports events in the city and rural areas; pros and cons of living in rural areas and in the city”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. |
1 |
| School Life | 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 |
| 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 | |
| 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 |
9. Sınıf İngilizce Dersi 1. Dönem 1. Ortak Yazılı Sınavlar – Senaryo 2
| Tema | Öğrenme Çıktıları | Soru Sayısı |
| Revision 1 | Students can make sense of and derive meaning from the current content on “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “classroom life and learning with preferences for different learning activities; preferences for different learning technologies” after recognising them in context and developing their conscious and inductive vocabulary learning skills. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “classroom life and learning with preferences for different learning activities; preferences for different learning technologies”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. |
1 |
| Revision 2 | Students can make sense of and derive meaning from the current content on “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world”. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world” after recognising them in context and developing their conscious and inductive vocabulary learning skills. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the world and culture with different cooking styles and preferences in the world; different food cultures in the world”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. |
1 |
| Students can make sense of and derive meaning from the current content on “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives”. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives” after recognising them in context and developing their conscious and inductive vocabulary learning skills. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. |
1 | |
| School Life | 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 |
| 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 |
9. Sınıf İngilizce Dersi 1. Dönem 1. Ortak Yazılı Sınavlar – Senaryo 3
| Tema | Öğrenme Çıktıları | Soru Sayısı |
| Revision 1 | Students can make sense of and derive meaning from the current content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” after recognising them in context and developing their conscious and inductive vocabulary learning skills. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. |
1 |
| Students can make sense of and derive meaning from the current content on “family life and home with relationships, problems and solutions in the family; different houses and living styles”. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “family life and home with relationships, problems and solutions in the family; different houses and living styles” after recognising them in context and developing their conscious and inductive vocabulary learning skills. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “family life and home with relationships, problems and solutions in the family; different houses and living styles”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. |
1 | |
| Revision 2 | Students can make sense of and derive meaning from the current content on “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives”. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives” after recognising them in context and developing their conscious and inductive vocabulary learning skills. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in nature and global problems with natural disasters and their damage on animals and nature; natural disasters and their damage on people’s lives”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. |
1 |
| School Life | Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process 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’’ in relation to themselves or others, both individually and/or with others. | 1 |
| 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 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 grammaring skills through consciousness-raising and discovery. | 1 | |
| 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 |
**İl/ilçe genelinde yapılacak çoktan seçmeli ortak sınavın kapsamında dinleme ve yazma becerileri yer almadığı için bu kazanımlarla ilgili soru sayısı tavsiyesinde bulunulmamıştır. Konuşma becerisi kazanımlarıyla ilgili önerilen soru sayılarıyla ise öğrencilerin dili farklı bağlamlarda kullanabilme becerilerine ilişkin durumlarını belirlemek amaçlanmıştır.
**Dinleme ve konuşma becerisine yönelik uygulama sınavı MEB Ölçme ve Değerlendirme Yönetmeliği uyarınca eğitim kurumu sınıf /alan zümreleri tarafından hazırlanacak ve uygulanacaktır.
• İl/İlçe genelinde yapılacak ortak sınavlarda çoktan seçmeli sorular üzerinden, 20 soru göz önünde bulundurularak planlama yapılmıştır.
• Okul genelinde yapılacak sınavlarda açık uçlu sorular sorulacağı göz önünde bulundurularak örnek senaryolar tabloda gösterilmiştir.
ORTAK YAZILI SINAVLAR NEDİR?
Milli Eğitim Bakanlığı (MEB), öğrencilerin ilerlemesini izlemek, müfredatın tutarlı bir şekilde işlenmesini sağlamak ve uygulama konsantrasyonu oluşturmak amacıyla 2023 yılında ilk defa ortaokul 6. sınıf düzeyinde “Türkçe” ve “matematik” dersleri ile lise 9. sınıf düzeyinde “Türk dili ve edebiyatı” ve “matematik” derslerinin ikinci yazılı sınavlarını “ülke genelinde ortak sınav” olarak planlama kararı aldı. Ortak Yazılı Sınavlar Hakkında Sıkça Sorulan 10 Soru yazımıza bakabilirsiniz.
SINAVLARIN TARİHLERİ NE ZAMAN?
| Dönem / Yazılı | Sınıf | Ders | Tarih |
| 1. Dönem 1. Yazılı | 7. Sınıf | Türkçe | 4 Kasım 2025 |
| 1. Dönem 1. Yazılı | 8. Sınıf | Türkçe | 5 Kasım 2025 |
| 1. Dönem 1. Yazılı | 9. Sınıf | Matematik | 6 Kasım 2025 |
| 2. Dönem 1. Yazılı | 6. Sınıf | Türkçe | 7 Nisan 2026 |
| 2. Dönem 1. Yazılı | 6. Sınıf | Matematik | 8 Nisan 2026 |
| 2. Dönem 1. Yazılı | 8. Sınıf | Matematik | 8 Nisan 2026 |
| 2. Dönem 1. Yazılı | 10. Sınıf | Matematik | 9 Nisan 2026 |
| 2. Dönem 1. Yazılı | 10. Sınıf | Türk Dili ve Edebiyatı | 10 Nisan 2026 |
| 2. Dönem 2. Yazılı | 7. Sınıf | Matematik | 2 Haziran 2026 |
| 2. Dönem 2. Yazılı | 9. Sınıf | Türk Dili ve Edebiyatı | 3 Haziran 2026 |
📌 Kaynak: MEB ODSGM Resmî Yayını
