<section class="invoice"> <div class="row"> <div class="col-12 text-center" style="font-weight: bold; text-align: center; margin-bottom: 20px; font-size:12pt;"> <p class="plan-title"> 2025-2026 EĞİTİM-ÖĞRETİM YILI .......................................................................... <br> 0. SINIF İNGILIZCE HAZIRLIK (MEB DERSİ ÜNİTELENDİRİLMİ YILLIK PLANI </p> <p class="text-right mb-0 mt-0 maarif-model-text">Türkiye Yüzyılı Maarif Modeli</p> </div> <div class="col-12 table-responsive plan-table-container"> <table width="100%" class="plan-table"> <thead> <tr style="height: 30px;"> <th style="text-align:center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="3">SÜRE</th> <th style="text-align:center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="2">ÜNİTE/TEMA/ÖĞRENME ALANI - İÇERİK ÇERÇEVESİ</th> <th style="text-align:center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="2">ÖĞRENME ÇIKTILARI VE SÜREÇ BİLEŞENLERİ</th> <th style="text-align:center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="3">PROGRAMLAR ARASI BİLEŞENLER</th> <th style="text-align:center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="1">BELİRLİ GÜN VE HAFTALAR</th> </tr> <tr > <th style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" >AY</th> <th style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" >HAFTA</th> <th style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" >SAAT</th> <th style=" text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ÜNİTE/TEMA/ÖĞRENME ALANI</th> <th style="text-align:center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">KONU (İÇERİK ÇERÇEVES)</th> <th style="text-align:center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ÖĞRENME ÇIKTILARI </th> <th style="text-align:center; vertical-align:top; width:30%!important;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SÜREÇ BİLEŞENLERİ</th> <th style="text-align:center; vertical-align:top; border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SOSYAL - DUYGUSAL ÖĞRENME BECERİLERİ</th> <th style="text-align:center; vertical-align:top; border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">DEĞERLER</th> <th style="text-align:center; vertical-align:top; border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">OKURYAZARLIK BECERİLERİ</th> <th style="text-align:center; vertical-align:top; border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">BELİRL GÜN VE HAFTALAR</th> </tr> </thead> <tbody> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EYLÜL </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 1. Hafta: </div> <div> 08-12 Eylül </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ORIENTATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ORIENTATION </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ORIENTATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ORIENTATION</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > ORIENTATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ORIENTATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ORIENTATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Uluslararası Temiz Hava Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EYLÜL </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 2. Hafta: </div> <div> 15-19 Eylül </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ORIENTATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ORIENTATION </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ORIENTATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ORIENTATION</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > ORIENTATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ORIENTATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ORIENTATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> İlköğretim Haftası, Mevlid-i Nebî Haftası, Öğrenciler Günü, Gaziler Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EYLÜL </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 3. Hafta: </div> <div> 22-26 Eylül </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > REVISION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EKİM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 4. Hafta: </div> <div> 29 Eylül- 03 Ekim </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > REVISION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Disleksi Haftası, Dünya Disleksi Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EKİM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 5. Hafta: </div> <div> 06-10 Ekim </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > REVISION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Ahilik Kültürü Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EKİM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 6. Hafta: </div> <div> 13-17 Ekim </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > REVISION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EKİM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 7. Hafta: </div> <div> 20-24 Ekim </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 1: SCHOOL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.PREP.1.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''. ENG.PREP.1.L2. Students can bring together the information in the current content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''. ENG.PREP.1.L3. Students can make sense of and derive meaning from the current content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''. ENG.PREP.1.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.PREP.1.S4. Students can construct meaningful spoken content about ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' through efficient and meaningful practice. ENG.PREP.1.W4. Students can practise producing written content based on the current theme ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''. ENG.PREP.1.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''. ENG.PREP.1.S2. Students can analyse and understand the model content related to ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' to support the production of spoken language. ENG.PREP.1.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''. ENG.PREP.1.W1. Students can prepare for writing efficiently and accurately based on the current content about ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''. ENG.PREP.1.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.PREP.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.PREP.1.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.PREP.1.L1. a) Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. b) Students identify significant and necessary relationships and connections between their pre-existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). c) Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. d) Students make rational predictions about the current content by looking at the supplementary visual elements provided. ENG.PREP.1.L2. a) Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. b) Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. ENG.PREP.1.L3. a) Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. b) Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. c) Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. d) Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. e) Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. f) Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. g) Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. h) Students position, internalise and personalise current content in an individualised, age-appropriate and level-appropriate way. ENG.PREP.1.L4. a) Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. c) Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. ENG.PREP.1.P1. a) Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. b) Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. c) Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. d) Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. e) Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. f) Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. ENG.PREP.1.R1. a) Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. b) Students recognise significant relationships between pre-existing knowledge, past experiences and clues to current content. c) Students make strong preliminary predictions about the current content based on explored and recognised relationships. d) Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. ENG.PREP.1.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.PREP.1.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.PREP.1.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.PREP.1.V1. a) Students make predictions about the main topic of the current content by identifying ''general contextual clues'' from the visual, audio, and written preparation materials provided during the ''listening/watching for gist'' and/or reading for ''skimming'' sessions. b) Students check the accuracy of the predictions related to the ''general contextual clue'' by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watch the content carefully and/or read it silently to identify and underline/circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. k) Students make use of the target words of the current theme in a range of semantically associated contextual activities and tasks accurately, naturally, authentically, and appropriately. l) Students make use of the target words of the current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. ENG.PREP.1.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target ‘grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. j) Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self-Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EKİM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 8. Hafta: </div> <div> 27-31 Ekim </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EXAMS</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EXAMS </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EXAMS</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EXAMS</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > EXAMS </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EXAMS </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EXAMS </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Cumhuriyet Bayramı </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> KASIM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 9. Hafta: </div> <div> 03-07 Kasım </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 1: SCHOOL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> <b>1. Dönem 1. Sınav</b><br> ENG.PREP.1.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.PREP.1.S5. Students can reconstruct the information about ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' when communicating with others. ENG.PREP.1.R1. Students can prepare for reading the content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' efficiently and effectively. ENG.PREP.1.R2. Students can bring information together about the current content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' through skimming, scanning and detailed reading. ENG.PREP.1.R3. Students can make sense of and derive meaning from the current content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''. ENG.PREP.1.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.PREP.1.W3. Students can construct new written content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' based on their understanding of the model(s) provided. ENG.PREP.1.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''. ENG.PREP.1.W5. Students can engage in the process of writing related to the content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''. ENG.PREP.1.W6. Students can reconstruct their writing about the current theme on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' to communicate effectively about it. ENG.PREP.1.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.PREP.1.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.PREP.1.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.PREP.1.W3. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.PREP.1.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.PREP.1.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.PREP.1.W6. a) Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. b) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.PREP.1.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process. ENG.PREP.1.S1. a) Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. ENG.PREP.1.S2. a) Students grasp what the provided model/example is about with the help of audio, visual, and/or written elements after listening, watching, and/or reading the current content. ENG.PREP.1.S3. a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. ENG.PREP.1.S4. a) Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. b) Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. c) Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. d) Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. e) Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. ENG.PREP.1.S5. a) Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. b) Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. ENG.PREP.1.S6. a) Students reveal their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current speaking-expression content and process. b) Students share their personal knowledge, experiences, thoughts, and feelings that they critically review in relation to the current speaking-expression content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current speaking-expression content and process.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self-Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Kızılay Haftası, Organ Bağışı ve Nakli Haftası, Lösemili Çocuklar Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> KASIM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 10. Hafta: </div> <div> 10-14 Kasım </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 2: CLASSROOM LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.PREP.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''. ENG.PREP.2.L3. Students can make sense of and derive meaning from the current content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''. ENG.PREP.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''. ENG.PREP.2.L2. Students can bring together the information in the current content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''. ENG.PREP.2.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''. ENG.PREP.2.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' in relation to themselves or others, both individually and/or with others. ENG.PREP.2.S4. Students can construct meaningful spoken content about ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' through efficient and meaningful practice. ENG.PREP.2.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.PREP.2.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' in relation to themselves or others, both individually and/or with others. ENG.PREP.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.PREP.2.S5. Students can reconstruct the information about ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' when communicating with others. ENG.PREP.2.R2. Students can bring information together about the current content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' through skimming, scanning and detailed reading. ENG.PREP.2.S2. Students can analyse and understand the model content related to ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' to support the production of spoken language. ENG.PREP.2.R1. Students can prepare for reading the content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' efficiently and effectively.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Atatürk Haftası, Afet Eğitimi Hazırlık Günü, Dünya Diyabet Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> KASIM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 11. Hafta: </div> <div> 17-21 Kasım </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">1ST MIDTERM HOLIDAY: November 10 - 14</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 1ST MIDTERM HOLIDAY: November 10 - 14 </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 1ST MIDTERM HOLIDAY: November 10 - 14</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">1ST MIDTERM HOLIDAY: November 10 - 14</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 1ST MIDTERM HOLIDAY: November 10 - 14 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 1ST MIDTERM HOLIDAY: November 10 - 14 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 1ST MIDTERM HOLIDAY: November 10 - 14 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Dünya Felsefe Günü, Dünya Çocuk Hakları Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> KASIM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 12. Hafta: </div> <div> 24-28 Kasım </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 2: CLASSROOM LIFE THEME 3: PERSONAL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.PREP.2.R3 Students can make sense of and derive meaning from the current content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''. ENG.PREP.2.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.PREP.2.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' in relation to themselves or others, both individually and/or with others. ENG.PREP.2.W1. Students can prepare for writing efficiently and accurately based on the current content about ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''. ENG.PREP.2.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''. ENG.PREP.2.W3. Students can construct new written content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' based on their understanding of the model(s) provided. ENG.PREP.2.W4. Students can practise producing written content based on the current theme ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''. ENG.PREP.2.W5. Students can engage in the process of writing related to the content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''. ENG.PREP.2.W6. Students can reconstruct their writing about the current theme on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' to communicate effectively about it. ENG.PREP.2.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' in relation to themselves or others, both individually and/or with others. ENG.PREP.2.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' in relation to themselves or others, both individually and/or with others. ENG.PREP.3.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences;personality and traits''. ENG.PREP.3.L2. Students can bring together the information in the current content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''. ENG.PREP.3.L3. Students can make sense of and derive meaning from the current content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''. ENG.PREP.3.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' in relation to themselves or others, both individually and/or with others''. ENG.PREP.3.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically,naturally, and accurately in the current content about ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' to develop holistic and conscious pronunciation skills after recognising them in context ''. ENG.PREP.3.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''. ENG.PREP.3.S2. Students can analyse and understand the model content related to ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' to support the production of spoken language. ENG.PREP.3.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''. ENG.PREP.3.S4. Students can construct meaningful spoken content about ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' through efficient and meaningful practice. ENG.PREP.3.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' in relation to themselves or others,both individually and/or with others. ENG.PREP.3.R2. Students can bring information together about the current content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' through skimming, scanning and detailed reading ''. ENG.PREP.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' after recognising them in context and developing their conscious and inductive vocabulary learning skills ''. ENG.PREP.3.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' in relation to themselves or others, both individually and/or with others ''.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self-Reflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Ağız ve Diş Sağlığı Haftası, Öğretmenler Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ARALIK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 13. Hafta: </div> <div> 01-05 Aralk </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 3: PERSONAL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.PREP.3.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery ''. ENG.PREP.3.R1. Students can prepare for reading the content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' efficiently and effectively ''. ENG.PREP.3.R3. Students can make sense of and derive meaning from the current content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''. ENG.PREP.3.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' in relation to themselves or others, both individually and/or with others. ENG.PREP.3.S5. Students can reconstruct the information about ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' when communicating with others. ENG.PREP.3.W1. Students can prepare for writing efficiently and accurately based on the current content about ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''. ENG.PREP.3.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''. ENG.PREP.3.W3. Students can construct new written content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' based on their understanding of the model(s) provided''. ENG.PREP.3.W4. Students can practise producing written content based on the current theme ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''. ENG.PREP.3.W5. Students can engage in the process of writing related to the content on ''personal lifewith body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits ''. ENG.PREP.3.W6. Students can reconstruct their writing about the current theme on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' to communicate effectively about it.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self-Reflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Dünya Engelliler Günü, Dünya Madenciler Günü, Türk Kadınına Seçme ve Seçilme Hakkının Verilişi </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ARALIK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 14. Hafta: </div> <div> 08-12 Aralk </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 4: FAMILY LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.PREP.4.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''. ENG.PREP.4.L2. Students can bring together the information in the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''. ENG.PREP.4.L3. Students can make sense of and derive meaning from the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''. ENG.PREP.4.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' in relation to themselves or others, both individually and/or with others. ENG.PREP.4.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''. ENG.PREP.4.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''. ENG.PREP.4.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.PREP.4.W6. Students can reconstruct their writing about the current theme on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' to communicate effectively about it. ENG.PREP.4.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.PREP.4.W3. Students can construct new written content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' based on their understanding of the model(s) provided. ENG.PREP.4.W4. Students can practise producing written content based on the current theme ''family life with family members, routines of family members, hobbies of family members, relationships in the family''.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V2. Family Integrity, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V8. Privacy, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V15. Love and Affection, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Mevlana Haftası, İnsan Hakları ve Demokrasi Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ARALIK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 15. Hafta: </div> <div> 15-19 Aralk </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 4: FAMILY LIFE THEME 5: LIFE IN THE NEIGHBOURHOOD AND CITY</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.PREP.4.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''family life with family members, routines of family members, hobbies of family members, relationships in the family'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.PREP.4.R2. Students can bring information together about the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' through skimming, scanning and detailed reading. ENG.PREP.4.R3. Students can make sense of and derive meaning from the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''. ENG.PREP.4.S5. Students can reconstruct the information about ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' when communicating with others. ENG.PREP.4.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings relatedto the reading process about the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' in relation to themselves or others, both individually and/or with others. ENG.PREP.4.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' in relation to themselves or others, both individually and/or with others. ENG.PREP.4.S2. Students can analyse and understand the model content related to ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' to support the production of spoken language. ENG.PREP.4.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''family life with family members, routines of family members, hobbies of family members,relationships in the family''. ENG.PREP.4.S5. Students can reconstruct the information about ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' when communicating with others. ENG.PREP.4.W1. Students can prepare for writing efficiently and accurately based on the current content about ''family life with family members, routines of family members, hobbies of family members, relationships in the family''. ENG.PREP.4.W4. Students can practise producing written content based on the current theme ''family life with family members, routines of family members, hobbies of family members, relationships in the family. ENG.PREP.4.S4. Students can construct meaningful spoken content about ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' through efficient and meaningful practice. ENG.PREP.4.S5. Students can reconstruct the information about ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' when communicating with others. ENG.PREP.4.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' in relation to themselves or others, both individually and/or with others. ENG.PREP.5.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''. ENG.PREP.5.L3. Students can make sense of and derive meaning from the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''. ENG.PREP.5.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''. ENG.PREP.5.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.PREP.5.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''. ENG.PREP.5.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.PREP.5.L2. Students can bring together the information in the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''. ENG.PREP.5.S4. Students can construct meaningful spoken content about ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' through efficient and meaningful practice. ENG.PREP.5.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V2. Family Integrity, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V8. Privacy, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V15. Love and Affection, V16. Responsibility, V20. Benevolence V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V17. Thriftiness, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Tutum, Yatırım ve Türk Malları Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ARALIK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 16. Hafta: </div> <div> 22-26 Aralk </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 5: LIFE IN THE NEIGHBOURHOOD AND CITY</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.PREP.5.R2. Students can bring information together about the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' through skimming, scanning and detailed reading. ENG.PREP.5.R3. Students can make sense of and derive meaning from the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''. ENG.PREP.5.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others. ENG.PREP.5.G1. 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 with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.PREP.5.S2. Students can analyse and understand the model content related to ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' to support the production of spoken language. ENG.PREP.5.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''. ENG.PREP.5.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''. ENG.PREP.5.W3. Students can construct new written content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' based on their understanding of the model(s) provided. ENG.PREP.5.R1. Students can prepare for reading the content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' efficiently and effectively. ENG.PREP.5.S5. Students can reconstruct the information about ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' when communicating with others. ENG.PREP.5.W4. Students can practise producing written content based on the current theme ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''. ENG.PREP.5.W5. Students can engage in the process of writing related to the content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''. ENG.PREP.5.W6. Students can reconstruct their writing about the current theme on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' to communicate effectively about it. ENG.PREP.5.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/ or with others. ENG.PREP.5.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/ or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V17. Thriftiness, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Mehmet Akif Ersoy'u Anma Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> OCAK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 17. Hafta: </div> <div> 29 Aralk- 02 Ocak </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EVALUATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EVALUATION </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EVALUATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EVALUATION</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > EVALUATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EVALUATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EVALUATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> OCAK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 18. Hafta: </div> <div> 05-09 Ocak </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EXAMS THEME 6: LIFE IN THE WORLD</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EXAMS Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> <b>1. Dönem 2. Sınav</b><br> EXAMS ENG.PREP.6.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''. ENG.PREP.6.L2. Students can bring together the information in the current content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''. ENG.PREP.6.L3. Students can make sense of and derive meaning from the current content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''. ENG.PREP.6.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' in relation to themselves or others, both individually and/or with others. ENG.PREP.6.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''. ENG.PREP.6.S2. Students can analyse and understand the model content related to ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' to support the production of spoken language. ENG.PREP.6.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''. ENG.PREP.6.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.PREP.6.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.PREP.6.S5. Students can reconstruct the information about ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' when communicating with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EXAMS Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > EXAMS SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EXAMS V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V17. Thriftiness, V19. Patriotism, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EXAMS LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Enerji Tasarrufu Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> OCAK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 19. Hafta: </div> <div> 12-16 Ocak </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 6: LIFE IN THE WORLD THEME 7: LIFE IN NATURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.PREP.6.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.PREP.6.S4. Students can construct meaningful spoken content about ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' through efficient and meaningful practice. ENG.PREP.6.R1. Students can prepare for reading the content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' efficiently and effectively. ENG.PREP.6.R2. Students can bring information together about the current content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' through skimming, scanning and detailed reading. ENG.PREP.6.R3. Students can make sense of and derive meaning from the current content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''. ENG.PREP.6.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' in relation to themselves or others, both individually and/or with others. ENG.PREP.6.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' in relation to themselves or others, both individually and/or with others. ENG.PREP.6.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''. ENG.PREP.6.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''. ENG.PREP.6.W3. Students can construct new written content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' based on their understanding of the model(s) provided. ENG.PREP.6.W4. Students can practise producing written content based on the current theme ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''. ENG.PREP.6.W5. Students can engage in the process of writing related to the content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''. ENG.PREP.6.W6. Students can reconstruct their writing about the current theme on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' to communicate effectively about it. ENG.PREP.6.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' in relation to themselves or others, both individually and/or with others. ENG.PREP.7.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature''. ENG.PREP.7.L2. Students can bring together the information in the current content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature''. ENG.PREP.7.L3. Students can make sense of and derive meaning from the current content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature''. ENG.PREP.7.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature''. ENG.PREP.7.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature''. ENG.PREP.7.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.PREP.7.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V17. Thriftiness, V19. Patriotism, V20. Benevolence V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> OCAK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 20. Hafta: </div> <div> 19-23 Ocak </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SCHOOL BASED PLANNING*</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SCHOOL BASED PLANNING* </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> OKUL TEMELLİ PLANLAMA* SCHOOL BASED PLANNING*</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SCHOOL BASED PLANNING*</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SCHOOL BASED PLANNING* </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SCHOOL BASED PLANNING* </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SCHOOL BASED PLANNING* </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> OCAK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 21. Hafta: </div> <div> 26-30 Ocak </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SEMESTER: January 19 - 30</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER: January 19 - 30 </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER: January 19 - 30</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SEMESTER: January 19 - 30</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SEMESTER: January 19 - 30 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER: January 19 - 30 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER: January 19 - 30 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ŞUBAT </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 22. Hafta: </div> <div> 02-06 Şubat </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 7: LIFE IN NATURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.PREP.7.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.PREP.7.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature'' in relation to themselves or others, both individually and/or with others. ENG.PREP.7.S2. Students can analyse and understand the model content related to ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature'' to support the production of spoken language. ENG.PREP.7.R1. Students can prepare for reading the content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature'' efficiently and effectively. ENG.PREP.7.R2. Students can bring information together about the current content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature'' through skimming, scanning and detailed reading. ENG.PREP.7.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature''. ENG.PREP.7.R3. Students can make sense of and derive meaning from the current content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature''. ENG.PREP.7.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature'' in relation to themselves or others, both individually and/or with others. ENG.PREP.7.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature''. ENG.PREP.7.S4. Students can construct meaningful spoken content about ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature'' through efficient and meaningful practice. ENG.PREP.7.W3. Students can construct new written content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature'' based on their understanding of the model(s) provided. ENG.PREP.7.S5. Students can reconstruct the information about ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature'' when communicating with others. ENG.PREP.7.W4. Students can practise producing written content based on the current theme ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature''. ENG.PREP.7.W5. Students can engage in the process of writing related to the content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature''. ENG.PREP.7.W6. Students can reconstruct their writing about the current theme on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature'' to communicate effectively about it. ENG.PREP.7.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature'' in relation to themselves or others, both individually and/or with others. ENG.PREP.7.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature'' in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ŞUBAT </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 23. Hafta: </div> <div> 09-13 Şubat </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 8: LIFE IN THE UNIVERSE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.PREP.8.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet''. ENG.PREP.8.L2. Students can bring together the information in the current content on ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet''. ENG.PREP.8.L3. Students can make sense of and derive meaning from the current content on ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet''. ENG.PREP.8.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet''. ENG.PREP.8.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet''. ENG.PREP.8.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.PREP.8.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.PREP.8.S2. Students can analyse and understand the model content related to ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet'' to support the production of spoken language. ENG.PREP.8.R1. Students can prepare for reading the content on ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet'' efficiently and effectively. ENG.PREP.8.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet''. ENG.PREP.8.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet''. ENG.PREP.8.W3. Students can construct new written content on ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet'' based on their understanding of the model(s) provided.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ŞUBAT </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 24. Hafta: </div> <div> 16-20 Şubat </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 8: LIFE IN THE UNIVERSE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.PREP.8.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.PREP.8.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet'' in relation to themselves or others, both individually and/or with others. ENG.PREP.8.R2. Students can bring information together about the current content on ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet'' through skimming, scanning and detailed reading. ENG.PREP.8.R3. Students can make sense of and derive meaning from the current content on ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet''. ENG.PREP.8.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet'' in relation to themselves or others, both individually and/or with others. ENG.PREP.8.W4. Students can practise producing written content based on the current theme ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet''. ENG.PREP.8.S4. Students can construct meaningful spoken content about ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet'' through efficient and meaningful practice. ENG.PREP.8.W5. Students can engage in the process of writing related to the content on ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet''. ENG.PREP.8.S5. Students can reconstruct the information about ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet'' when communicating with others. ENG.PREP.8.W6. Students can reconstruct their writing about the current theme on ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet'' to communicate effectively about it. ENG.PREP.8.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet'' in relation to themselves or others, both individually and/or with others. ENG.PREP.8.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet'' in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ŞUBAT </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 25. Hafta: </div> <div> 23-27 Şubat </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EVALUATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EVALUATION </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EVALUATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EVALUATION</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > EVALUATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EVALUATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EVALUATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Vergi Haftası, Yeşilay Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MART </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 26. Hafta: </div> <div> 02-06 Mart </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EXAMS THEME 9: SCHOOL LIFE & EDUCATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EXAMS Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EXAMS ENG.PREP.9.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety''. ENG.PREP.9.L2. Students can bring together the information in the current content on ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety''. ENG.PREP.9.L3. Students can make sense of and derive meaning from the current content on ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety''. ENG.PREP.9.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety'' in relation to themselves or others, both individually and/or with others. ENG.PREP.9.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety''. ENG.PREP.9.S2. Students can analyse and understand the model content related to ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety'' to support the production of spoken language. ENG.PREP.9.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.PREP.9.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety''. ENG.PREP.9.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.PREP.9.W1. Students can prepare for writing efficiently and accurately based on the current contentabout ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety''.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EXAMS Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > EXAMS SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EXAMS V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EXAMS LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Girişimcilik Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MART </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 27. Hafta: </div> <div> 09-13 Mart </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 9: SCHOOL LIFE & EDUCATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.PREP.9.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousnessraising and discovery. ENG.PREP.9.R1. Students can prepare for reading the content on ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety'' efficiently and effectively. ENG.PREP.9.R2. Students can bring information together about the current content on ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety'' through skimming, scanning and detailed reading. ENG.PREP.9.R3. Students can make sense of and derive meaning from the current content on ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety''. ENG.PREP.9.S4. Students can construct meaningful spoken content about ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety'' through efficient and meaningful practice. ENG.PREP.9.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety'' in relation to themselves or others, both individually and/or with others. ENG.PREP.9.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety''. ENG.PREP.9.S5. Students can reconstruct the information about ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety'' when communicating with others. ENG.PREP.9.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety'' in relation to themselves or others, both individually and/or with others. ENG.PREP.9.W3. Students can construct new written content on ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety'' based on their understanding of the model(s) provided. ENG.PREP.9.W4. Students can practise producing written content based on the current theme ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety''. ENG.PREP.9.W5. Students can engage in the process of writing related to the content on ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety''. ENG.PREP.9.W6. Students can reconstruct their writing about the current theme on ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety'' to communicate effectively about it. ENG.PREP.9.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety'' in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Bilim ve Teknoloji Haftası, İstiklâl Marşı'nın Kabulü ve Mehmet Akif Ersoy'u Anma Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MART </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 28. Hafta: </div> <div> 16-20 Mart </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2ND MIDTERM HOLIDAY: March 16 - 20</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 2ND MIDTERM HOLIDAY: March 16 - 20 </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 2ND MIDTERM HOLIDAY: March 16 - 20</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2ND MIDTERM HOLIDAY: March 16 - 20</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > 2ND MIDTERM HOLIDAY: March 16 - 20 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 2ND MIDTERM HOLIDAY: March 16 - 20 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 2ND MIDTERM HOLIDAY: March 16 - 20 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Tüketiciyi Koruma Haftası, Türk Dünyası ve Toplulukları Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MART </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 29. Hafta: </div> <div> 23-27 Mart </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 10: CLASSROOM LIFE AND LEARNING WITH TECHNOLOGY</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.PREP.10.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms''. ENG.PREP.10.L2. Students can bring together the information in the current content on ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms''. ENG.PREP.10.L3. Students can make sense of and derive meaning from the current content on ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms''. ENG.PREP.10.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms''. ENG.PREP.10.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms'' in relation to themselves or others, both individually and/or with others. ENG.PREP.10.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.PREP.10.S2. Students can analyse and understand the model content related to ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms'' to support the production of spoken language. ENG.PREP.10.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.PREP.10.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms''. ENG.PREP.10.W1. Students can prepare for writing efficiently and accurately based on the current content about ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms''. ENG.PREP.10.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms'' in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Orman Haftası, Dünya Tiyatrolar Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> NİSAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 30. Hafta: </div> <div> 30 Mart- 03 Nisan </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 10: CLASSROOM LIFE AND LEARNING WITH TECHNOLOGY THEME 11: PERSONAL LIFE AND WELL-BEING</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.PREP.10.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousnessraising and discovery. ENG.PREP.10.R1. Students can prepare for reading the content on ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms'' efficiently and effectively. ENG.PREP.10.R2. Students can bring information together about the current content on ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms'' through skimming, scanning and detailed reading. ENG.PREP.10.R3. Students can make sense of and derive meaning from the current content on ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms''. ENG.PREP.10.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms'' in relation to themselves or others, both individually and/or with others. ENG.PREP.10.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms''. ENG.PREP.10.W3. Students can construct new written content on ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms'' based on their understanding of the model(s) provided. ENG.PREP.10.S4. Students can construct meaningful spoken content about ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms'' through efficient and meaningful practice. ENG.PREP.10.W4. Students can practise producing written content based on the current theme ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms''. ENG.PREP.10.W5. Students can engage in the process of writing related to the content on ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms''. ENG.PREP.10.W6. Students can reconstruct their writing about the current theme on ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms'' to communicate effectively about it. ENG.PREP.10.S5. Students can reconstruct the information about ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms'' when communicating with others. ENG.PREP.10.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms'' in relation to themselves or others, both individually and/or with others. ENG.PREP.11.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future''. ENG.PREP.11.L2. Students can bring together the information in the current content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future''. ENG.PREP.11.L3. Students can make sense of and derive meaning from the current content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future''. ENG.PREP.11.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' in relation to themselves or others, both individually and/or with others. ENG.PREP.11.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about thecurrent content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future''. ENG.PREP.11.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.PREP.11.S2. Students can analyse and understand the model content related to ''personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' to support the production of spoken language. ENG.PREP.11.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Kütüphaneler Haftası, Kanser Haftası, Dünya Otizm Farkındalık Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> NİSAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 31. Hafta: </div> <div> 06-10 Nisan </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 11: PERSONAL LIFE AND WELL-BEING</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> <b>2. Dönem 1. Sınav</b><br> ENG.PREP.11.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.PREP.11.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''personal life and well-being with body parts, human illnesses and diseases, human wellbeing, human nature, well-being for the future''. ENG.PREP.11.R1. Students can prepare for reading the content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' efficiently and effectively. ENG.PREP.11.R2. Students can bring information together about the current content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' through skimming, scanning and detailed reading. ENG.PREP.11.R3. Students can make sense of and derive meaning from the current content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future''. ENG.PREP.11.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' in relation to themselves or others, both individually and/or with others. ENG.PREP.11.S4. Students can construct meaningful spoken content about ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' through efficient and meaningful practice. ENG.PREP.11.W1. Students can prepare for writing efficiently and accurately based on the current content about ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future''. ENG.PREP.11.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future''. ENG.PREP.11.W3. Students can construct new written content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' based on their understanding of the model(s) provided. ENG.PREP.11.W4. Students can practise producing written content based on the current theme ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future''. ENG.PREP.11.W5. Students can engage in the process of writing related to the content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, wellbeing for the future''. ENG.PREP.11.W6. Students can reconstruct their writing about the current theme on ''personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' to communicate effectively about it. ENG.PREP.11.S5. Students can reconstruct the information about ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' when communicating with others. ENG.PREP.11.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' in relation to themselves or others, both individually and/or with others. ENG.PREP.11.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Kanser Haftası, Dünya Sağlık Günün/Dünya Sağlık Haftası, Kişisel Verileri Koruma Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> NİSAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 32. Hafta: </div> <div> 13-17 Nisan </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 12: FAMILY LIFE AND THE FUTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.PREP.12.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' ENG.PREP.12.L2. Students can bring together the information in the current content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions''. ENG.PREP.12.L3. Students can make sense of and derive meaning from the current content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions''. ENG.PREP.12.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' in relation to themselves or others, both individually and/or with others. ENG.PREP.12.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' ENG.PREP.12.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.PREP.12.S2. Students can analyse and understand the model content related to ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' to support the production of spoken language. ENG.PREP.12.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V2. Family Integrity, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Turizm Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> NİSAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 33. Hafta: </div> <div> 20-24 Nisan </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 12: FAMILY LIFE AND THE FUTURE THEME 13: LIFE IN THE NEIGHBOURHOOD, CITY AND SOCIAL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.PREP.12.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.PREP.12.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions''. ENG.PREP.12.R1. Students can prepare for reading the content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' efficiently and effectively. ENG.PREP.12.R2. Students can bring information together about the current content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' through skimming, scanning and detailed reading. ENG.PREP.12.R3. Students can make sense of and derive meaning from the current content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions''. ENG.PREP.12.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' in relation to themselves or others, both individually and/or with others. ENG.PREP.12.S4. Students can construct meaningful spoken content about ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' through efficient and meaningful practice. ENG.PREP.12.W1. Students can prepare for writing efficiently and accurately based on the current content about ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions''. ENG.PREP.12.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions''. ENG.PREP.12.W3. Students can construct new written content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' based on their understanding of the model(s) provided. ENG.PREP.12.W4. Students can practise producing written content based on the current theme ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions''. ENG.PREP.12.W5. Students can engage in the process of writing related to the content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions''. ENG.PREP.12.W6. Students can reconstruct their writing about the current theme on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' to communicate effectively about it. ENG.PREP.12.S5. Students can reconstruct the information about ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' when communicating with others. ENG.PREP.12.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' in relation to themselves or others, both individually and/or with others. ENG.PREP.12.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' in relation to themselves or others, both individually and/or with others. ENG.PREP.13.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city''. ENG.PREP.13.L2. Students can bring together the information in the current content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city''. ENG.PREP.13.L3. Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city''. ENG.PREP.13.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on 'life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' in relation to themselves or others, both individually and/or with others. ENG.PREP.13.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city''. ENG.PREP.13.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.PREP.13.S2. Students can analyse and understand the model content related to 'life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' to support the production of spoken language. ENG.PREP.13.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V2. Family Integrity, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS8. Sustainability Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Ulusal Egemenlik ve Çocuk Bayramı </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> NİSAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 34. Hafta: </div> <div> 27 Nisan- 01 Mayıs </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 13: LIFE IN THE NEIGHBOURHOOD, CITY AND SOCIAL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.PREP.13.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousnessraising and discovery. ENG.PREP.13.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city''. ENG.PREP.13.R1. Students can prepare for reading the content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' efficiently and effectively. ENG.PREP.13.R2. Students can bring information together about the current content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' through skimming, scanning and detailed reading. ENG.PREP.13.R3. Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city''. ENG.PREP.13.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' in relation to themselves or others, both individually and/or with others. ENG.PREP.13.S4. Students can construct meaningful spoken content about ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' through efficient and meaningful practice. ENG.PREP.13.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city''. ENG.PREP.13.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city''. ENG.PREP.13.W3. Students can construct new written content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' based on their understanding of the model(s) provided. ENG.PREP.13.W4. Students can practise producing written content based on the current theme ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city''. ENG.PREP.13.W5. Students can engage in the process of writing related to the content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city''. ENG.PREP.13.W6. Students can reconstruct their writing about the current theme on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' to communicate effectively about it. ENG.PREP.13.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' in relation to themselves or others, both individually and/or with others. ENG.PREP.13.S5. Students can reconstruct the information about ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' when communicating with others. ENG.PREP.13.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS8. Sustainability Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Kût'ül Amâre Zaferi </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MAYIS </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 35. Hafta: </div> <div> 04-08 Mayıs </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 14: LIFE IN THE WORLD AND CULTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.PREP.14.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''. ENG.PREP.14.L2. Students can bring together the information in the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''. ENG.PREP.14.L3. Students can make sense of and derive meaning from the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''. ENG.PREP.14.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' in relation to themselves or others, both individually and/or with others. ENG.PREP.14.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''. ENG.PREP.14.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.PREP.14.S2. Students can analyse and understand the model content related to ''Life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' to support the production of spoken language. ENG.PREP.14.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Bilişim Haftası, Trafik ve İlkyardım Haftası, İş Sağlığı ve Güvenliği Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MAYIS </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 36. Hafta: </div> <div> 11-15 Mayıs </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 14: LIFE IN THE WORLD AND CULTURE THEME 15: LIFE IN NATURE AND GLOBAL PROBLEMS</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.PREP.14.G1. 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 capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.PREP.14.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''. ENG.PREP.14.R1. Students can prepare for reading the content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' efficiently and effectively. ENG.PREP.14.R2. Students can bring information together about the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' through skimming, scanning and detailed reading. ENG.PREP.14.R3. Students can make sense of and derive meaning from the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''. ENG.PREP.14.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' in relation to themselves or others, both individually and/or with others. ENG.PREP.14.S4. Students can construct meaningful spoken content about ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' through efficient and meaningful practice. ENG.PREP.14.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''. ENG.PREP.14.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''. ENG.PREP.14.W3. Students can construct new written content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' based on their understanding of the model(s) provided. ENG.PREP.14.W4. Students can practise producing written content based on the current theme ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''. ENG.PREP.14.W5. Students can engage in the process of writing related to the content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''. ENG.PREP.14.W6. Students can reconstruct their writing about the current theme on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' to communicate effectively about it. ENG.PREP.14.S5. Students can reconstruct the information about ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' when communicating with others. ENG.PREP.14.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' in relation to themselves or others, both individually and/or with others. ENG.PREP.14.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' in relation to themselves or others, both individually and/or with others. ENG.PREP.15.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''. ENG.PREP.15.L2. Students can bring together the information in the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''. ENG.PREP.15.L3. Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''. ENG.PREP.15.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' in relation to themselves or others, both individually and/or with others. ENG.PREP.15.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''. ENG.PREP.15.S2. Students can analyse and understand the model content related to ''Life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' to support the production of spoken language. ENG.PREP.15.W5. Students can engage in the process of writing related to the content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''. ENG.PREP.15.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.PREP.15.V1. 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 resources, animals in nature and their habitats, protecting natural resources and animals'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V17. Thriftiness, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS8. Sustainability Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Engelliler Haftası, Vakıflar Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MAYIS </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 37. Hafta: </div> <div> 18-22 Mayıs </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 15: LIFE IN NATURE AND GLOBAL PROBLEMS</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.PREP.15.G1. 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 resources, animals in nature and their habitats, protecting natural resources and animals'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.PREP.15.R1. Students can prepare for reading the content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' efficiently and effectively. ENG.PREP.15.R2. Students can bring information together about the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' through skimming, scanning and detailed reading. ENG.PREP.15.R3. Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''. ENG.PREP.15.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' in relation to themselves or others, both individually and/or with others. ENG.PREP.15.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''. ENG.PREP.15.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''. ENG.PREP.15.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''. ENG.PREP.15.S4. Students can construct meaningful spoken content about ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' through efficient and meaningful practice. ENG.PREP.15.S5. Students can reconstruct the information about ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' when communicating with others. ENG.PREP.15.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' in relation to themselves or others, both individually and/or with others. ENG.PREP.15.W3. Students can construct new written content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' based on their understanding of the model(s) provided. ENG.PREP.15.W4. Students can practise producing written content based on the current theme ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V17. Thriftiness, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS8. Sustainability Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Müzeler Haftası, Atatürk'ü Anma ve Gençlik ve Spor Bayramı </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MAYIS </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 38. Hafta: </div> <div> 25-29 Mayıs </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 15: LIFE IN NATURE AND GLOBAL PROBLEMS</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.PREP.15.W6. Students can reconstruct their writing about the current theme on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' to communicate effectively about it. ENG.PREP.15.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V17. Thriftiness, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS8. Sustainability Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Etik Günü, İstanbul'un Fethi </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> HAZİRAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 39. Hafta: </div> <div> 01-05 Haziran </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EXAMS THEME 16: LIFE IN THE UNIVERSE AND FUTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EXAMS Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> <b>2. Dönem 2. Sınav</b><br> EXAMS ENG.PREP.16.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''. ENG.PREP.16.L2. Students can bring together the information in the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''. ENG.PREP.16.L3. Students can make sense of and derive meaning from the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''. ENG.PREP.16.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' in relation to themselves or others, both individually and/or with others. ENG.PREP.16.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''. ENG.PREP.16.S2. Students can analyse and understand the model content related to ''Life in the universe and future with astronaut life on space stations; space explorations; life in the future'' to support the production of spoken language. ENG.PREP.16.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''. ENG.PREP.16.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.PREP.16.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EXAMS Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > EXAMS SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EXAMS V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EXAMS LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Etik Günü, Hayat Boyu Öğrenme Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> HAZİRAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 40. Hafta: </div> <div> 08-12 Haziran </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 16: LIFE IN THE UNIVERSE AND FUTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.PREP.16.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.PREP.16.S4. Students can construct meaningful spoken content about ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' through efficient and meaningful practice. ENG.PREP.16.R1. Students can prepare for reading the content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' efficiently and effectively. ENG.PREP.16.R2. Students can bring information together about the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' through skimming, scanning and detailed reading. ENG.PREP.16.R3. Students can make sense of and derive meaning from the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''. ENG.PREP.16.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' in relation to themselves or others, both individually and/or with others. ENG.PREP.16.S5. Students can reconstruct the information about ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' when communicating with others. ENG.PREP.16.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' in relation to themselves or others, both individually and/or with others. ENG.PREP.16.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''. ENG.PREP.16.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''. ENG.PREP.16.W3. Students can construct new written content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' based on their understanding of the model(s) provided. ENG.PREP.16.W4. Students can practise producing written content based on the current theme ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''. ENG.PREP.16.W5. Students can engage in the process of writing related to the content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''. ENG.PREP.16.W6. Students can reconstruct their writing about the current theme on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' to communicate effectively about it. ENG.PREP.16.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Etik Günü, Çevre ve İklim Değişikliği Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> HAZİRAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 41. Hafta: </div> <div> 15-19 Haziran </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SCHOOL BASED PLANNING*</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SCHOOL BASED PLANNING* </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> OKUL TEMELLİ PLANLAMA* SCHOOL BASED PLANNING*</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SCHOOL BASED PLANNING*</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SCHOOL BASED PLANNING* </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SCHOOL BASED PLANNING* </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SCHOOL BASED PLANNING* </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Etik Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> HAZİRAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 42. Hafta: </div> <div> 22-26 Haziran </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">20</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SOCIAL ACTIVITIES</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SOCIAL ACTIVITIES </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SOCIAL ACTIVITIES</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SOCIAL ACTIVITIES</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SOCIAL ACTIVITIES </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SOCIAL ACTIVITIES </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SOCIAL ACTIVITIES </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Etik Günü </td> </tr> <tr> <td style="text-align: left; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="11"><b>ÖLÇME DEĞERLENDİRME :</b>ORIENTATION</td> </tr> <tr> <td style="text-align: left; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="11"><b>FARKLILAŞTIRMA :</b>ORIENTATION</td> </tr> <tr> <td style="text-align: left; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="11"><b>OKUL TEMELLİ PLANLAMA : </b>School-based planning includes research and observation, social activities, project work, local studies, reading activities, and similar tasks that are decided to be carried out within the scope of the course by the subject teachers’ board. The time allocated for these activities is scheduled within the academic year and expressed in the annual plans. The instructional activities to be carried out within the scope of these plans should support student participation, provide opportunities for learning by doing and experiencing, and serve the holistic development of the student. *The school-based planning weeks indicated in this framework plan are presented as examples. The planning should be made in accordance with the decisions taken by the subject teachers’ board, taking into account the conditions of the school and the course.</td> </tr> </tbody> </table> <p class="text-left"> <ul> <li>Bu yıllık plan; 19.09.2022 tarih ve 58168473 sayılı "Millî Eğitim Bakanlığı Eğitim Öğretim Çalışmalarının Planlı Yürütülmesine İlişkin Yönerge", 2104 sayılı Tebliğler Dergisi, İlköğretim ve Ortaöğretim Kurumlarnda Atatürk İnkılap ve İlkelerinin Öğretim Esasları Yönergesi, Talim ve Terbiye Kurulu'nun 23.05.2024 tarih ve 20 sayılı Kurul Kararı eki, Türkiye Yüzyılı Maarif Modeli Öğretim Programları Ortak Metni, "M.E.B. 2024-2025 Eğitim ve Öğretim Yılı Çalışma Takvimi Genelgesi" ile Talim ve Terbiye Kurulu'nun 24.08.2023 tarih ve 43 sayılı Kurul Kararı eki esas alınarak hazırlanmıştır.</li> <li>Atatürkçülük konuları ile ilgili olarak Talim ve Terbiye Kurulu Başkanlığının 2104 ve 2488 sayılı Tebliler Dergisinden yararlanılmıtır.</li> </ul> </p> </div> <div class="col-12" style="text-align: center; font-size:11pt; margin-top:50px!important;"> <table style="width:100%; border: 1px solid rgb(227, 212, 212); border-collapse: collapse;"> <tbody> <tr> <td style="width:25%;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; text-align:center;"> <p style="text-align:center;"> ....................................... <br> Ders Öğretmeni</p> </td> <td style="width:25%;border: 1px solid rgb(238, 225, 225); border-collapse: collapse; text-align:center;"> <p style="text-align:center;">...................................... <br> Ders Öğretmeni</p> </td> <td style="width:25%;border: 1px solid rgb(238, 225, 225); border-collapse: collapse; text-align:center;"> <p style="text-align:center;">...................................... <br> Ders Öğretmeni</p> </td> <td style="width:25%;border: 1px solid rgb(238, 225, 225); border-collapse: collapse; text-align:center;"> <p style="text-align:center;">...................................... <br> Ders Öğretmeni</p> </td> </tr> </tbody> </table> </div> <div class="col-12 mudur-imza-container" style="text-align: center; font-size:11pt; margin-top:50px!important;"> <table width="100%" class="mudur-imza-table" style="border: 1px solid rgb(227, 212, 212); border-collapse: collapse;"> <tbody> <tr> <td style="width:100%; border: 1px solid rgb(238, 225, 225); border-collapse: collapse; text-align: center; vertical-align: middle; padding: 10px;"> <p class="mudur-tarih">..../..../2025 <br> UYGUNDUR</p> <p class="mudur-imza"> ...................................... <br> Okul Müdürü </p> </td> </tr> </tbody> </table> </div> </div> </div> </section>