<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> 6. SINIF İNGILIZCE ÇYD (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;">8</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;" > </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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION 1</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> THEMES 1-2-3-4 Vocabulary for school rules, Vocabulary for people at school, Vocabulary for roles and responsibilities at school, Vocabulary for school routines, -Use of Imperatives: Giving commands. -Use of The Simple Present Tense: Describing routines, facts, habits, general truths, and permanentsituations. -Use of “Can” for Permission: Asking or giving permission. -Use of “Must” for Obligation and Prohibition: Expressing obligations or rules. -Use of Personal Pronouns: Indicating who is involved in the action, possession, and/or other relationshipsin a sentence. -Use of wh- Questions (who-when-what): Asking about things, actions, ideas, a time of an event, aboutpeople in an action. -Use of Articles (a, an, the): Referring to a specific or non-specific nouns, Vocabulary for classroom rules, Vocabulary for classroom instructions, Vocabulary for ordinal numbers, Vocabulary for school subjects, Vocabulary for timetables, -Use of Adverbs of Frequency: Expressing the frequency of actions or events, -Use of Wh- Questions (What time): Asking about time of actions, Vocabulary for physical appearance, Vocabulary for personality traits, -Use of the Present Progressive Tense: Describing actions happening now, -Use of Possessive Adjectives: Showing ownership in relation to nouns, Vocabulary for family members, ocabulary for family members’ jobs, Vocabulary for family members’ workplaces, Vocabulary for different types of houses. Use of “Be Going to Future” Tense: Indicating intentions, plans, or predictions based on evidence. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.5.1.R3. Students can make meaning of / derive meaning from the current content about “school lifewith school rules; people, roles and responsibilities at school; school routines; national days and celebrations” by reading it carefully. ENG.5.1.V1.Students can select and use the target vocabulary of the current content about “school life withschool rules; people, roles and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.1.G1.Students can select and use the target grammatical elements of the current content about“school life with school rules; people, roles and responsibilities at school; school routines;national days and celebrations” accurately, authentically, spontaneously, and naturally anduse it appropriately and effectively when communicating with others. ENG.5.1.S2.Students can use the model/example for producing verbal content about the current contenton “school life with school rules; people, roles and responsibilities at school; school routines;national days and celebrations”. ENG.5.1.S4.Students can construct a new verbal content on “school life with school rules; people, rolesand responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.5.2.R3.Students can make meaning of / derive meaning from the current content about “classroomlife with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by reading it carefully. ENG.5.2.V1.Students can select and use the target vocabulary of the current content about “classroomlife with classroom rules and instructions; roles, responsibilities and relationships in theclassroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use itappropriately and effectively when communicating with others. ENG.5.2.G1.Students can select and use the target grammatical elements of the current content about“classroom life with classroom rules and instructions; roles, responsibilities and relationshipsin the classroom; daily and study routines and activities in the classroom; cardinal numbers100-500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally anduse it appropriately and effectively when communicating with others. ENG.5.3.R3.Students can make meaning of / derive meaning from the current content about “personal lifewith body parts and physical appearance and (features); clothing and dressing; personalitytraits” by reading it carefully. ENG.5.3.V1.Students can select and use the target vocabulary of the current content about “personal lifewith body parts and physical appearance and (features); clothing and dressing; personalitytraits” accurately, authentically, spontaneously, and naturally and use it appropriately andeffectively when communicating with others. ENG.5.3.G1.Students can select and use the target grammatical elements of the current contentabout “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, spontaneously, and naturally and use itappropriately and effectively when communicating with others. ENG.5.4.R3.Students can make meaning of / derive meaning from the current content about “family lifewith family members’ jobs and workplaces; daily and job routines of family members; differenttypes of houses” by reading it carefully. ENG.5.4.V1.Students can select and use the target vocabulary of the current content about “familylife with family members’ jobs and workplaces; daily and job routines of family members;different types of houses” accurately, authentically, spontaneously, and naturally and use itappropriately and effectively when communicating with others. ENG.5.4.G1.Students can select and use the target grammatical elements of the current content about“family life with family members’ jobs and workplaces; daily and job routines of familymembers; different types of houses” accurately, authentically, spontaneously, and naturallyand use it appropriately and effectively when communicating with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.5.1.R3 a)Students activate their pre-existing knowledge and past experiences related to the currenttheme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, pastexperiences and clues to the current content. c) Students make significant preliminary predictions about the current content based onrecognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visualclues surrounding it. Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition. ENG.5.1.V1 a) Students recognise sub-themes/key components of the target words to which they belong inthe current content by scanning. b) Students recognise the target words related to the main components of the current contentwith the help of the audio/visual/written elements and other clues. c) Students repeat aloud the relevant target key components and target vocabulary in thecurrent content with the whole class, in groups, and then individually together with or afterlistening (to)/watching/reading the source material. d) Students recognise the use of target words and expressions in the current content by makingvarious guesses with the help of supplementary elements. e) Students make context-appropriate selections automatically by associating target wordswith their pre-existing conceptual meanings in the mind without analysing their contextualmeaning in detail. f) Students use the target words spontaneously and appropriately in different communicativecontexts by being aware of their differences when communicating with others. ENG.5.1.G1 a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. ENG.5.1.S2 a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.1.S4 a) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. ENG.5.2.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. ENG.5.2.V1. a) Students guess the main topic of the current content from the audio/visual/written element (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. ENG.5.2.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. ENG.5.3.R3 a) Students carefully check the current content in detail for the accuracy of initial and detailedpredictions that are made earlier. b) Students classify the significant elements of the current content that contribute to theperception of the content in a meaningful way. ENG.5.3.V1 a) Students guess the main topic of the current content from the audio/visual/written elements(e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong inthe current content by scanning. ENG.5.3.G1. c) Students verbally and automatically repeat simple and meaningful clauses/sentencescontaining target grammatical chunks/items that they have noticed in the current contentthat they have heard/viewed/read without explicit knowledge of the rules. ENG.5.4.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailedpredictions that are made earlier. b) Students classify the significant elements of the current content that contribute to theperception of the content in a meaningful way. ENG.5.4.V1. e) Students recognise the use of target words and expressions in the current content by makingvarious guesses with the help of supplementary elements. ENG.5.4.G1. c) Students verbally and automatically repeat simple and meaningful clauses/sentencescontaining target grammatical chunks/items that they have noticed in the current contentthat they have heard/viewed/read without explicit knowledge of the rules.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </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, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, 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, LS9. Art Literacy </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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION 1</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> THEMES 5-6-7-8 Vocabulary for transportation tools in the neighbourhood and the city, Vocabulary for daily activities and nature, -Use of the Past Progressive Tense: Describing ongoing or interrupted actions in the past; setting thebackground for a narrative, Vocabulary for services in the neighbourhood and the city, -Use of the Simple Past Tense (was/were): Describing states or conditions that existed in the past. -Use of the Simple Past Tense (regular/irregular verbs): Narrating completed actions or events that happened in the past, Vocabulary for continents, Vocabulary for countries:Türkiye, England, Australia, Brazil, Canada, China, France, Germany, Ireland,Italy, Japan, New Zealand, Portugal, Russia, Spain, the USA, Azerbaijan, Uzbekistan, Turkmenistan, TurkishRepublic of Northern Cyprus, Kazakhstan, Kyrgyzstan, Vocabulary for different cuisines from the world (different dishes), Vocabulary for food festivals, Vocabulary for animals and natural habitats, Vocabulary for nature/outdoor activities, -Use of the Past Progressive Tense: Describing ongoing or interrupted actions in the past; setting thebackground for a narrative, -Use of Modal “Could” for Ability in the Past: Describing abilities or possibilities in the past; expressing whatsomeone was capable of doing, -Use of Modal “Should” for Advice: Giving recommendations, suggestions and/or expressing opinions aboutwhat is appropriate or advisable, -Use of Modal “Need & Needn’t” (Necessity): Expressing necessity, obligation, and/or the lack of requirementor need, -Use of Zero Conditional: Describing general truths, facts, or habitual actions that are always true if certainconditions are fulfilled. -Use of Conditional 1: Describing possible or likely outcomes in the future based on a condition being fulfilled. Vocabulary for body parts,Vocabulary for human illnesses and diseases,Vocabulary for keeping good health-Use of Passive Voice in Past Tenses-Use of “Used To”-Use of the Simple Past Tense </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.5.5.R3.Students can make meaning of / derive meaning from the current content about “life in theneighbourhood and city with attractions and recreational places, services, and transportationin the neighbourhood and the city” by reading it carefully. ENG.5.5.V1.Students can select and use the target vocabulary of the current content about “life in theneighbourhood and city with attractions and recreational places, services, and transportationin the neighbourhood and the city” accurately, authentically, spontaneously, and naturally anduse it appropriately and effectively when communicating with others. ENG.5.5.G1.Students can select and use the target grammatical elements of the current content about“life in the neighbourhood and city with attractions and recreational places, services, andtransportation in the neighbourhood and the city” accurately, authentically, spontaneously,and naturally and use it appropriately and effectively when communicating with others. ENG.5.5.S2.Students can use the model/example for producing verbal content about the current contenton “life in the neighbourhood and city with attractions and recreational places, services, andtransportation in the neighbourhood and the city”. ENG.5.6.R3.Students can make meaning of / derive meaning from the current content about “life in theworld with continents, countries, nationalities, and languages; different cuisines from theworld; food festivals from different parts of the world” by reading it carefully. dwith continents, countries, nationalities, and languages; different cuisines from the world;food festivals from different parts of the world” accurately, authentically, spontaneously, andnaturally and use it appropriately and effectively when communicating with others. ENG.5.6.V1.Students can select and use the target vocabulary of the current content about “life in the worldwith continents, countries, nationalities, and languages; different cuisines from the world;food festivals from different parts of the world” accurately, authentically, spontaneously, andnaturally and use it appropriately and effectively when communicating with others. ENG.5.7.R3. Students can make meaning of / derive meaning from the current content about “life in naturewith animals in nature and habitats; daily activities and nature; activities in nature” by reading it carefully. ENG.5.7.V1. Students can select and use the target vocabulary of the current content about “life in naturewith animals in nature and habitats; daily activities and nature; activities in nature” accurately,authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.7.G1. Students can select and use the target grammatical elements of the current content about “lifein nature with animals in nature and habitats; daily activities and nature; activities in nature”accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.8.G1.Students can select and use the target grammatical elements of the current content about“life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” accurately, authentically, spontaneously, and naturally and useit appropriately and effectively when communicating with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.5.5.R3 a) Students carefully check the current content in detail for the accuracy of initial and detailedpredictions that are made earlier. b) Students classify the significant elements of the current content that contribute to theperception of the content in a meaningful way. ENG.5.5.V1 a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition. bI Students recognise sub-themes/key components of the target words to which they belong inthe current content by scanning. ENG.5.5.G1 a) Student become familiar with the current content by listening (to)/watching/reading it a fewtimes attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the useof target grammatical chunks/items/items presented verbally in context with the help of body language. ENG.5.5.S2 a) Students listen (to)/watch/read the model/example for the current content with the help ofaudio/visual/written elements. ENG.5.6.R3. d) Students recognise significant horizontal/vertical/spiral relationships within the currentcontent that contribute to the perception of the content in a meaningful way. ENG.5.6.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong inthe current content by scanning. c) Students recognise the target words related to the main components of the current contentwith the help of the audio/visual/written elements and other clues. ENG.5.7.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailedpredictions that are made earlier. b) Students classify the significant elements of the current content that contribute to theperception of the content in a meaningful way. ENG.5.7.V1 e) Students recognise the use of target words and expressions in the current content by makingvarious guesses with the help of supplementary elements. ENG.5.7.G1. c) Students verbally and automatically repeat simple and meaningful clauses/sentencescontaining target grammatical chunks/items that they have noticed in the current contentthat they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks/items in the current content heard/viewed/read by repeating them several times withoutknowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/itemsprovided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/items that are presented for the purpose of raising language awareness. ENG.5.8.G1 b) Students listen (to)/watch/read the same content, attentively and mindfully, including theuse of target grammatical chunks/items presented verbally in context with the help of bodylanguage. b) Students verbally and automatically repeat simple and meaningful clauses/sentencescontaining target grammatical chunks/items that they have noticed in the current contentthat they have heard/viewed/read without explicit knowledge of the rules.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </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, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, 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, 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;"> 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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION 2</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> THEMES 9-10-11-12 Vocabulary for general terms related to education,Vocabulary for types of school,Vocabulary for facilities in different types of schools,Vocabulary for regular activities in different types of schools,Vocabulary for extracurricular activities in different types of schools,Vocabulary for sports at school -Use of Passive Voice in Present Tenses for Daily Speech: Describing what happens to someone or something, not who does it.-Use of articles (a/an/the): Expressing non-specific or general items and specific or definite items.-Use of the Simple Present Tense: Expressing routines, habits, general truths, and facts. Vocabulary for technological classroom tools,Vocabulary for learning activities -Use of Passive Voice in Future Tenses for Daily Speech Vocabulary for family members’ abilities and skills,Vocabulary for hobbies of family members (sports, films, music),Vocabulary for different lifestyles of families in different houses-Use of Passive Voice in Future Tenses-Use of “Will” for Sudden Decisions-Use of the Simple Future Tense (Will) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.5.9.R1. Students can get ready for the reading-comprehension process about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”. ENG.5.9.R2. Students can bring information about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.9.R3. Students can make meaning of / derive meaning from the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” by reading it carefully. ENG.5.9.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” in relation to themselves or others, both individually and/or with others. ENG.5.9.V1. Students can select and use the target vocabulary of the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.10.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. ENG.5.10.R2. Students can bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.10.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by reading it carefully. ENG.5.10.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others. ENG.5.10.V1. Students can select and use the target vocabulary of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.11.L1. Students can get ready for the listening/watching-comprehension process for the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” carefully. ENG.5.11.L2. Students can bring information about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” together through significant details and main components while listening (to)/watching it. ENG.5.12.L2. Students can bring information about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” together through significant details and main components while listening (to)/watching it. ENG.5.12.L3. Students can make meaning of/derive meaning from the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” through significant details by listening (to)/watching it carefully. ENG.5.12.G1. Students can select and use the target grammatical elements of the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.12.S1. Students can get ready for speaking-expression process about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.5.9.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students make significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.9.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.9.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.9.R4 a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.9.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.10.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students make significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.10.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.10.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.10.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.10.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.11.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “personal life and well-being” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.11.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.12.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.12.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.12.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.12.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </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, V6. Honesty, V7. Aesthetics, V9.Compassion, V10. Modesty, V12. Patience, 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, LS9. Art Literacy </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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION 2</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> THEMES 13-14-15-16 Vocabulary for cultural and historical places in the neighbourhood and the city,Vocabulary for festivals and events in the neighbourhood and the city,Vocabulary for food events and festivals,Vocabulary for food items,Vocabulary for international dishes,Vocabulary for transportation-Use of Conditional 1: Describing possible or likely outcomes in the future based on a condition being fulfilled.-Use of “Wish” (was/were): Expressing desires, regrets, or hypothetical situations contrary to the current reality. Vocabulary for capitals of countries,Vocabulary for landmarks and famous places,Vocabulary for sport events in various parts of the world and sports culture (fair play)-Use of Reported Speech of the Present Tenses: Reporting current actions, states, or truths in indirect speech.-Future Tenses: Describing future events, happenings, and situations. Vocabulary for natural resources,Vocabulary for global problems related to natural resources,Vocabulary for animals in nature and their habitats,Vocabulary for endangered animals,Vocabulary for their habitats,Vocabulary for protecting natural resources-Use of Reported Speech of the Past Tenses: Reporting past actions, states, or truths in indirect speech.-Use of the Past Perfect Tense: Describing actions or events that were completed before another point in the past.-Use of the Past Perfect Progressive Tense: Expressing an ongoing action in the past that continued until a specific point or was interrupted by another past action.-Use of Quantifiers (much, many, a lot of, very, none, no, few, a few, little, a little, all, both, enough, too, such, such a, either, neither): Expressing quantity or amount.-Use of Countable or Uncountable Nouns (some, any, no, none, no one): Expressing quantities and amounts, distinguishing between items that can be counted (countable nouns) and those that cannot (uncountable nouns).-Use of Broader Range of Intensifier such as too, enough, all, both, so: Expressing degree, quantity or emphasis.-Use of Past Tenses: Describing events, happenings and situations in the past at a specific time or were ongoing. Vocabulary about Space,Vocabulary for space exploration,Vocabulary for life in the universe,Vocabulary for future Lifestyles (robots…),Vocabulary for future technologies and inventions-Use of Conditional 3: Talking about hypothetical situations in the past that did not happen.-Use of Modals in the Past: Expressing speculation, possibility, or necessity about past actions.-Use of Past Perfect Tense-Use of the Future Perfect Tense: Expressing an action that will be completed before a specific time in the future. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.5.13.R1. Students can get ready for the reading-comprehension 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; transportation in the neighbourhood and the city”. ENG.5.13.R3. Students can make meaning of / derive meaning from 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; transportation in the neighbourhood and the city” by reading it carefully. ENG.5.13.V1. Students can select and use the target vocabulary of 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; transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.14.R1. Students can get ready for the reading-comprehension process about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. ENG.5.14.R3. Students can make meaning of / derive meaning from the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” by reading it carefully. ENG.5.15.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” carefully. ENG.5.15.L2. Students can bring information about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” together through significant details and main components while listening (to)/watching it. ENG.5.16.L1. Students can get ready for the listening /watching-comprehension process for the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” carefully. ENG.5.16.L2. Students can bring information about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” together through significant details and main components while listening (to)/watching it. ENG.5.16.L3. Students can make meaning of/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” through significant details by listening (to)/watching it carefully. ENG.5.16.S1. Students can get ready for speaking-expression process about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future”</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.5.13.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students make significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.ENG.5.13.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully.f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.13.V1.a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.ENG.5.14.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students make significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.ENG.5.15.L1.a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “life in nature” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.ENG.5.15.L2.a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.ENG.5.16.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “life in the universe and future” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.ENG.5.16.L2.a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.ENG.5.16.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level.ENG.5.16.S1.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </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, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, 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, LS9. Art Literacy </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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 1 SCHOOL LIFE & EDUCATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-theme: School rules; people, roles and responsibilities at school; school routines; national and religious days, festivals, and celebrations Target Vocabulary in Use (with revisional vocabulary): Vocabulary for competitions, events, and celebrations at school: Nouns: An agency, a debate, a defeat, defence, a failure, a finalist, a mission, motivation, a goal, an obstacle, a peer, a pitch, a proposer, a referee, a reward, registration, a rehearsal, a replay, an opponent, a semi-finalist, a slogan, a spectator, a tournament, a victory, a challenge, a committee. Verbs: To oppose, to accompany, to cancel, to defeat, to register, to reward, to overcome, to shoot, to assign, to participate. Adjectives: Festive, opposing, offensive, amusing, charming, miserable, well-argued, rewarding. Vocabulary for making schools better places: Nouns: Accessibility, aid, discipline, diversity, infrastructure, joy, leadership, mentorship, a permit, a procedure, silence, disappointment, an animation, output, confusion, conservation. Verbs: To aid, to enhance, to implement, to innovate, to inspire, to obey, to permit, to redesign, to prioritise, to transform, to distract, to encourage. Adjectives: Engaging, motivating, diverse, inspiring, effective, competitive. Adverbs: Thoughtfully. Target Grammatical Structures in Use: -The Simple Present Tense (like, prefer, understand, want, need, know, mean, believe, remember, forget) versus The Present Progressive Tense: (I always study for my exams very hard. I am studying for the English exam right now). -Adverbs of Frequency (always, never, seldom, sometimes, often, etc.): (Participants always follow the rules of the competition). - “May and Might” for Polite Requests: (May I participate in the competition as a finalist this year?). - “Can and Could” for Polite Requests: (Can you please help me with the decoration? Could we change the infrastructure for better accessibility for participants?) -Question Tags: (You want to watch the final match, don’t you?) -Articles and Quantifiers (a, an, the, zero article, one): (I need a volunteer to assist with the decorations). - “Shall” for Polite Requests: (Shall we review the rules before the final debate begins?). Functions of the Grammatical Structures in Use: -Use of the Simple Present Tense (like, prefer, understand, want, need, know, mean, believe, remember, forget) vs the Present Progressive Tense: Discriminating regular actions, general truths, or habits and ongoing actions or situations. -Use of Adverbs of Frequency (always, never, seldom, sometimes, often, etc.): Describing the frequency of an action, state, or event. -Use of “May and Might” for Polite Requests: Making polite requests. -Use of “Can and Could” for Polite Requests: Making polite requests. -Use of “Question Tags”: Confirming positive or negative ideas. -Use of “Articles and Quantifiers” (a, an, the, zero article, one): Defining the specificity, generality and amount of nouns. -Use of “Shall” for Polite Requests: Making polite requests. Target Phonological Sounds in Use: Our headmaster manages our school by the book! Let’s study hard and ace all tests at school! We’re in the right state before the debate! Stop messing around! We’ve got a lot of work to do for the competition. Target Phonological Aspects and Sounds in Use: Intonation of positive statements *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.1.L1. Students can get ready for the listening/watching-comprehension process for the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” carefully. ENG.6.1.L2. Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening (to)/ watching it. ENG.6.1.L3. Students can make meaning of/derive meaning from the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through significant details by listening (to)/watching it carefully. ENG.6.1.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.P1. Students can select and use the target phonological elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.1.R1. Students can get ready for the reading-comprehension process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.R2. Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.1.R3. Students can make meaning of / derive meaning from the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by reading it carefully. ENG.6.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.6.1.V1. Students can select and use the target vocabulary of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.1.G1. Students can select and use the target grammatical elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.1.W1. Students can get ready for the writing-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W2. Students can understand the model/example for the writing task about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W3. Students can organise a content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided. ENG.6.1.W4. Students can individually construct/form content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.6.1.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.6.1.S1. Students can get ready for speaking-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.S2. Students can use the model/example for producing verbal content about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.S3. Students can organise a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.6.1.S4. Students can construct a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.6.1.S5. Students can reorganise (reconstruct) and use information about the “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.6.1.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people 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.6.1.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “school life and education” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.1.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.1.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.1.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.1.P1. a) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.1.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.1.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.1.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.1.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.1.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.1.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.1.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.1.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.1.W3. Students can organise a content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.1.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.1.W5 a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.1.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.1.S1 a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.1.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.1.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.1.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.1.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.1.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </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, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, 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, 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;"> 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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 1 SCHOOL LIFE & EDUCATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-theme: School rules; people, roles and responsibilities at school; school routines; national and religious days, festivals, and celebrations Target Vocabulary in Use (with revisional vocabulary): Vocabulary for competitions, events, and celebrations at school: Nouns: An agency, a debate, a defeat, defence, a failure, a finalist, a mission, motivation, a goal, an obstacle, a peer, a pitch, a proposer, a referee, a reward, registration, a rehearsal, a replay, an opponent, a semi-finalist, a slogan, a spectator, a tournament, a victory, a challenge, a committee. Verbs: To oppose, to accompany, to cancel, to defeat, to register, to reward, to overcome, to shoot, to assign, to participate. Adjectives: Festive, opposing, offensive, amusing, charming, miserable, well-argued, rewarding. Vocabulary for making schools better places: Nouns: Accessibility, aid, discipline, diversity, infrastructure, joy, leadership, mentorship, a permit, a procedure, silence, disappointment, an animation, output, confusion, conservation. Verbs: To aid, to enhance, to implement, to innovate, to inspire, to obey, to permit, to redesign, to prioritise, to transform, to distract, to encourage. Adjectives: Engaging, motivating, diverse, inspiring, effective, competitive. Adverbs: Thoughtfully. Target Grammatical Structures in Use: -The Simple Present Tense (like, prefer, understand, want, need, know, mean, believe, remember, forget) versus The Present Progressive Tense: (I always study for my exams very hard. I am studying for the English exam right now). -Adverbs of Frequency (always, never, seldom, sometimes, often, etc.): (Participants always follow the rules of the competition). - “May and Might” for Polite Requests: (May I participate in the competition as a finalist this year?). - “Can and Could” for Polite Requests: (Can you please help me with the decoration? Could we change the infrastructure for better accessibility for participants?) -Question Tags: (You want to watch the final match, don’t you?) -Articles and Quantifiers (a, an, the, zero article, one): (I need a volunteer to assist with the decorations). - “Shall” for Polite Requests: (Shall we review the rules before the final debate begins?). Functions of the Grammatical Structures in Use: -Use of the Simple Present Tense (like, prefer, understand, want, need, know, mean, believe, remember, forget) vs the Present Progressive Tense: Discriminating regular actions, general truths, or habits and ongoing actions or situations. -Use of Adverbs of Frequency (always, never, seldom, sometimes, often, etc.): Describing the frequency of an action, state, or event. -Use of “May and Might” for Polite Requests: Making polite requests. -Use of “Can and Could” for Polite Requests: Making polite requests. -Use of “Question Tags”: Confirming positive or negative ideas. -Use of “Articles and Quantifiers” (a, an, the, zero article, one): Defining the specificity, generality and amount of nouns. -Use of “Shall” for Polite Requests: Making polite requests. Target Phonological Sounds in Use: Our headmaster manages our school by the book! Let’s study hard and ace all tests at school! We’re in the right state before the debate! Stop messing around! We’ve got a lot of work to do for the competition. Target Phonological Aspects and Sounds in Use: Intonation of positive statements *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.1.L1. Students can get ready for the listening/watching-comprehension process for the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” carefully. ENG.6.1.L2. Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening (to)/ watching it. ENG.6.1.L3. Students can make meaning of/derive meaning from the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through significant details by listening (to)/watching it carefully. ENG.6.1.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.P1. Students can select and use the target phonological elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.1.R1. Students can get ready for the reading-comprehension process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.R2. Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.1.R3. Students can make meaning of / derive meaning from the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by reading it carefully. ENG.6.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.6.1.V1. Students can select and use the target vocabulary of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.1.G1. Students can select and use the target grammatical elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.1.W1. Students can get ready for the writing-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W2. Students can understand the model/example for the writing task about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W3. Students can organise a content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided. ENG.6.1.W4. Students can individually construct/form content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.6.1.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.6.1.S1. Students can get ready for speaking-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.S2. Students can use the model/example for producing verbal content about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.S3. Students can organise a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.6.1.S4. Students can construct a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.6.1.S5. Students can reorganise (reconstruct) and use information about the “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.6.1.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people 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.6.1.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “school life and education” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.1.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.1.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.1.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.1.P1. a) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.1.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.1.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.1.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.1.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.1.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.1.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.1.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.1.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.1.W3. Students can organise a content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.1.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.1.W5 a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.1.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.1.S1 a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.1.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.1.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.1.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.1.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.1.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </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, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, 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, 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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 1 SCHOOL LIFE & EDUCATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-theme: School rules; people, roles and responsibilities at school; school routines; national and religious days, festivals, and celebrations Target Vocabulary in Use (with revisional vocabulary): Vocabulary for competitions, events, and celebrations at school: Nouns: An agency, a debate, a defeat, defence, a failure, a finalist, a mission, motivation, a goal, an obstacle, a peer, a pitch, a proposer, a referee, a reward, registration, a rehearsal, a replay, an opponent, a semi-finalist, a slogan, a spectator, a tournament, a victory, a challenge, a committee. Verbs: To oppose, to accompany, to cancel, to defeat, to register, to reward, to overcome, to shoot, to assign, to participate. Adjectives: Festive, opposing, offensive, amusing, charming, miserable, well-argued, rewarding. Vocabulary for making schools better places: Nouns: Accessibility, aid, discipline, diversity, infrastructure, joy, leadership, mentorship, a permit, a procedure, silence, disappointment, an animation, output, confusion, conservation. Verbs: To aid, to enhance, to implement, to innovate, to inspire, to obey, to permit, to redesign, to prioritise, to transform, to distract, to encourage. Adjectives: Engaging, motivating, diverse, inspiring, effective, competitive. Adverbs: Thoughtfully. Target Grammatical Structures in Use: -The Simple Present Tense (like, prefer, understand, want, need, know, mean, believe, remember, forget) versus The Present Progressive Tense: (I always study for my exams very hard. I am studying for the English exam right now). -Adverbs of Frequency (always, never, seldom, sometimes, often, etc.): (Participants always follow the rules of the competition). - “May and Might” for Polite Requests: (May I participate in the competition as a finalist this year?). - “Can and Could” for Polite Requests: (Can you please help me with the decoration? Could we change the infrastructure for better accessibility for participants?) -Question Tags: (You want to watch the final match, don’t you?) -Articles and Quantifiers (a, an, the, zero article, one): (I need a volunteer to assist with the decorations). - “Shall” for Polite Requests: (Shall we review the rules before the final debate begins?). Functions of the Grammatical Structures in Use: -Use of the Simple Present Tense (like, prefer, understand, want, need, know, mean, believe, remember, forget) vs the Present Progressive Tense: Discriminating regular actions, general truths, or habits and ongoing actions or situations. -Use of Adverbs of Frequency (always, never, seldom, sometimes, often, etc.): Describing the frequency of an action, state, or event. -Use of “May and Might” for Polite Requests: Making polite requests. -Use of “Can and Could” for Polite Requests: Making polite requests. -Use of “Question Tags”: Confirming positive or negative ideas. -Use of “Articles and Quantifiers” (a, an, the, zero article, one): Defining the specificity, generality and amount of nouns. -Use of “Shall” for Polite Requests: Making polite requests. Target Phonological Sounds in Use: Our headmaster manages our school by the book! Let’s study hard and ace all tests at school! We’re in the right state before the debate! Stop messing around! We’ve got a lot of work to do for the competition. Target Phonological Aspects and Sounds in Use: Intonation of positive statements *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> OKUL TEMELLİ PLANLAMA* ENG.6.1.L1. Students can get ready for the listening/watching-comprehension process for the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” carefully. ENG.6.1.L2. Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening (to)/ watching it. ENG.6.1.L3. Students can make meaning of/derive meaning from the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through significant details by listening (to)/watching it carefully. ENG.6.1.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.P1. Students can select and use the target phonological elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.1.R1. Students can get ready for the reading-comprehension process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.R2. Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.1.R3. Students can make meaning of / derive meaning from the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by reading it carefully. ENG.6.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.6.1.V1. Students can select and use the target vocabulary of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.1.G1. Students can select and use the target grammatical elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.1.W1. Students can get ready for the writing-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W2. Students can understand the model/example for the writing task about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W3. Students can organise a content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided. ENG.6.1.W4. Students can individually construct/form content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.6.1.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.6.1.S1. Students can get ready for speaking-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.S2. Students can use the model/example for producing verbal content about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.S3. Students can organise a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.6.1.S4. Students can construct a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.6.1.S5. Students can reorganise (reconstruct) and use information about the “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.6.1.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others. ENG.6.1.L1. Students can get ready for the listening/watching-comprehension process for the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” carefully. ENG.6.1.L2. Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening (to)/ watching it. ENG.6.1.L3. Students can make meaning of/derive meaning from the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through significant details by listening (to)/watching it carefully. ENG.6.1.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.P1. Students can select and use the target phonological elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.1.R1. Students can get ready for the reading-comprehension process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.R2. Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.1.R3. Students can make meaning of / derive meaning from the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by reading it carefully. ENG.6.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.6.1.V1. Students can select and use the target vocabulary of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.1.G1. Students can select and use the target grammatical elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.1.W1. Students can get ready for the writing-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W2. Students can understand the model/example for the writing task about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W3. Students can organise a content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided. ENG.6.1.W4. Students can individually construct/form content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.6.1.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.6.1.S1. Students can get ready for speaking-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.S2. Students can use the model/example for producing verbal content about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.S3. Students can organise a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.6.1.S4. Students can construct a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.6.1.S5. Students can reorganise (reconstruct) and use information about the “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.6.1.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people 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.6.1.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “school life and education” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.1.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.1.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.1.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.1.P1. a) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.1.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.1.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.1.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.1.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.1.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.1.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.1.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.1.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.1.W3. Students can organise a content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.1.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.1.W5 a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.1.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.1.S1 a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.1.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.1.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.1.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.1.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.1.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </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, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, 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, LS9. Art Literacy </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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 1 SCHOOL LIFE & EDUCATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-theme: School rules; people, roles and responsibilities at school; school routines; national and religious days, festivals, and celebrations Target Vocabulary in Use (with revisional vocabulary): Vocabulary for competitions, events, and celebrations at school: Nouns: An agency, a debate, a defeat, defence, a failure, a finalist, a mission, motivation, a goal, an obstacle, a peer, a pitch, a proposer, a referee, a reward, registration, a rehearsal, a replay, an opponent, a semi-finalist, a slogan, a spectator, a tournament, a victory, a challenge, a committee. Verbs: To oppose, to accompany, to cancel, to defeat, to register, to reward, to overcome, to shoot, to assign, to participate. Adjectives: Festive, opposing, offensive, amusing, charming, miserable, well-argued, rewarding. Vocabulary for making schools better places: Nouns: Accessibility, aid, discipline, diversity, infrastructure, joy, leadership, mentorship, a permit, a procedure, silence, disappointment, an animation, output, confusion, conservation. Verbs: To aid, to enhance, to implement, to innovate, to inspire, to obey, to permit, to redesign, to prioritise, to transform, to distract, to encourage. Adjectives: Engaging, motivating, diverse, inspiring, effective, competitive. Adverbs: Thoughtfully. Target Grammatical Structures in Use: -The Simple Present Tense (like, prefer, understand, want, need, know, mean, believe, remember, forget) versus The Present Progressive Tense: (I always study for my exams very hard. I am studying for the English exam right now). -Adverbs of Frequency (always, never, seldom, sometimes, often, etc.): (Participants always follow the rules of the competition). - “May and Might” for Polite Requests: (May I participate in the competition as a finalist this year?). - “Can and Could” for Polite Requests: (Can you please help me with the decoration? Could we change the infrastructure for better accessibility for participants?) -Question Tags: (You want to watch the final match, don’t you?) -Articles and Quantifiers (a, an, the, zero article, one): (I need a volunteer to assist with the decorations). - “Shall” for Polite Requests: (Shall we review the rules before the final debate begins?). Functions of the Grammatical Structures in Use: -Use of the Simple Present Tense (like, prefer, understand, want, need, know, mean, believe, remember, forget) vs the Present Progressive Tense: Discriminating regular actions, general truths, or habits and ongoing actions or situations. -Use of Adverbs of Frequency (always, never, seldom, sometimes, often, etc.): Describing the frequency of an action, state, or event. -Use of “May and Might” for Polite Requests: Making polite requests. -Use of “Can and Could” for Polite Requests: Making polite requests. -Use of “Question Tags”: Confirming positive or negative ideas. -Use of “Articles and Quantifiers” (a, an, the, zero article, one): Defining the specificity, generality and amount of nouns. -Use of “Shall” for Polite Requests: Making polite requests. Target Phonological Sounds in Use: Our headmaster manages our school by the book! Let’s study hard and ace all tests at school! We’re in the right state before the debate! Stop messing around! We’ve got a lot of work to do for the competition. Target Phonological Aspects and Sounds in Use: Intonation of positive statements *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.1.L1. Students can get ready for the listening/watching-comprehension process for the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” carefully. ENG.6.1.L2. Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening (to)/ watching it. ENG.6.1.L3. Students can make meaning of/derive meaning from the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through significant details by listening (to)/watching it carefully. ENG.6.1.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.P1. Students can select and use the target phonological elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.1.R1. Students can get ready for the reading-comprehension process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.R2. Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.1.R3. Students can make meaning of / derive meaning from the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by reading it carefully. ENG.6.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.6.1.V1. Students can select and use the target vocabulary of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.1.G1. Students can select and use the target grammatical elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.1.W1. Students can get ready for the writing-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W2. Students can understand the model/example for the writing task about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W3. Students can organise a content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided. ENG.6.1.W4. Students can individually construct/form content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.6.1.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.6.1.S1. Students can get ready for speaking-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.S2. Students can use the model/example for producing verbal content about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.S3. Students can organise a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.6.1.S4. Students can construct a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.6.1.S5. Students can reorganise (reconstruct) and use information about the “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.6.1.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people 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.6.1.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “school life and education” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.1.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.1.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.1.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.1.P1. a) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.1.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.1.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.1.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.1.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.1.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.1.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.1.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.1.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.1.W3. Students can organise a content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.1.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.1.W5 a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.1.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.1.S1 a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.1.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.1.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.1.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.1.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.1.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </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, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, 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, 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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">FIRST MIDTERM BREAK : 10-14 November</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> FIRST MIDTERM BREAK : 10-14 November </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> FIRST MIDTERM BREAK : 10-14 November</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">FIRST MIDTERM BREAK : 10-14 November</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> FIRST MIDTERM BREAK : 10-14 November </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> FIRST MIDTERM BREAK : 10-14 November </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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 2 CLASSROOM LIFE & LEARNING</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: Preferences for learning activities; preferences for learning technologies Target Vocabulary in Use (with revisional vocabulary): Vocabulary for preferences for learning activities: Nouns: An illustration, a concept, brainstorming, an exploration, feedback, a principle, a rhythm, an evaluation, necessity, a preference, creativity, preparation, a reward, a mission, a partnership, an objective, an optimist. Verbs: To accomplish, to adapt, to boost, to brainstorm, to cope, to clarify, to establish, to evaluate, to fulfil, to hesitate, to outline, to pursue, to secure, to seek. Adjectives: Reflective, visual, memorable, satisfied. Adverbs: Commonly, essentially. Vocabulary for preferences for learning technologies: Nouns: Courage, feedback, a monitor, a mouse pad (mat-AmE), an instruction, a bug, a folder, a webcam, a touchscreen, volume, a database, electronics, a password, an interaction, an innovation, popularity, accessibility, practicality. Verbs: To edit, to install, to inform, to navigate, to personalise, to select, to monitor. Adjectives: Efficient, willing, virtual, super, technological, flexible, innovative, complicated, limited, handheld, user-friendly, immersive, cutting edge. Adverbs: Efficiently. Target Grammatical Structures in Use: -The Simple Present Tense for the Future: (The teacher clarifies the rules of the competition at the beginning of the lesson tomorrow). -The Present Progressive for the Future: (They are accomplishing their goals by the end of the week). -The Present Progressive Tense with “Always”: (She is always adapting to new challenges with a reflective mindset.). -Question Tags with the Simple Present Tense for the Future and The Present Progressive Tense for Future: (The school organises an evaluation session tomorrow, doesn’t it?) (The school is organising an evaluation session tomorrow, isn’t it?) -Adjectives with “-ed and -ing”: (The rewarding experience made the participants feel truly fulfilled). -Correlative Conjunctions: (“Either”, “Neither) and Elliptical Responses: “So do I”, “I hope so”, etc.) (Neither the preparation nor the brainstorming boosts maximum creativity without teamwork). Functions of the Grammatical Structures in Use: -Use of the Simple Present Tense for the Future: Describing scheduled future events fixed with timetables or plans. -Use of the Present Progressive Tense for the Future: Describing planned future actions that are already arranged or decided. -Use of the Present Progressive Tense with “always”: Describing actions that cause irritation. -Use of “Question Tags” for related tenses: Confirming or clarifying information. -Use of “Adjectives” with “-ed vs -ing” ending: -ing: Describing the thing or situation that causes the feeling. With -ed: Describes how a person feels as a result of that thing or situation. -Use of “Correlative Conjunctions (either, neither)”: Describing two alternatives or a negative choice between two alternatives. -Use of Elliptical responses (So do I, I hope so etc.): Giving brief answers in a conversation to avoid unnecessary repetition. Target Social Language in Use: Don’t let your mind wander but focus! Take turns and play fair! The other team is out of our league! Target Phonological Sounds in Use: -Intonation of negative statements *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.2.L1. Students can get ready for the listening/watching-comprehension process for the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” carefully. ENG.6.2.L2. Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” together through significant details and main components while listening/watching it. ENG.6.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through significant details by listening (to)/watching it carefully. ENG.6.2.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.P1. Students can select and use the target phonological elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.2.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.R2. Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully. ENG.6.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others. ENG.6.2.V1. Students can select and use the target vocabulary of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.W2 Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies” based on the model/example provided. ENG.6.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people. ENG.6.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others. ENG.6.2.S1. Students can get ready for speaking-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.S3. Students can organise a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically. ENG.6.2.S4. Students can construct a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically. ENG.6.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people. ENG.6.2.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people 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.6.2.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “classroom life and learning” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.2.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.2.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.2.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.2.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.2.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.2.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.2.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.2.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.2.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.2.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.2.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.2.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.2.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.2.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.2.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.2.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.2.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.2.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.2.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.2.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.2.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, 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 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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 2 CLASSROOM LIFE & LEARNING</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: Preferences for learning activities; preferences for learning technologies Target Vocabulary in Use (with revisional vocabulary): Vocabulary for preferences for learning activities: Nouns: An illustration, a concept, brainstorming, an exploration, feedback, a principle, a rhythm, an evaluation, necessity, a preference, creativity, preparation, a reward, a mission, a partnership, an objective, an optimist. Verbs: To accomplish, to adapt, to boost, to brainstorm, to cope, to clarify, to establish, to evaluate, to fulfil, to hesitate, to outline, to pursue, to secure, to seek. Adjectives: Reflective, visual, memorable, satisfied. Adverbs: Commonly, essentially. Vocabulary for preferences for learning technologies: Nouns: Courage, feedback, a monitor, a mouse pad (mat-AmE), an instruction, a bug, a folder, a webcam, a touchscreen, volume, a database, electronics, a password, an interaction, an innovation, popularity, accessibility, practicality. Verbs: To edit, to install, to inform, to navigate, to personalise, to select, to monitor. Adjectives: Efficient, willing, virtual, super, technological, flexible, innovative, complicated, limited, handheld, user-friendly, immersive, cutting edge. Adverbs: Efficiently. Target Grammatical Structures in Use: -The Simple Present Tense for the Future: (The teacher clarifies the rules of the competition at the beginning of the lesson tomorrow). -The Present Progressive for the Future: (They are accomplishing their goals by the end of the week). -The Present Progressive Tense with “Always”: (She is always adapting to new challenges with a reflective mindset.). -Question Tags with the Simple Present Tense for the Future and The Present Progressive Tense for Future: (The school organises an evaluation session tomorrow, doesn’t it?) (The school is organising an evaluation session tomorrow, isn’t it?) -Adjectives with “-ed and -ing”: (The rewarding experience made the participants feel truly fulfilled). -Correlative Conjunctions: (“Either”, “Neither) and Elliptical Responses: “So do I”, “I hope so”, etc.) (Neither the preparation nor the brainstorming boosts maximum creativity without teamwork). Functions of the Grammatical Structures in Use: -Use of the Simple Present Tense for the Future: Describing scheduled future events fixed with timetables or plans. -Use of the Present Progressive Tense for the Future: Describing planned future actions that are already arranged or decided. -Use of the Present Progressive Tense with “always”: Describing actions that cause irritation. -Use of “Question Tags” for related tenses: Confirming or clarifying information. -Use of “Adjectives” with “-ed vs -ing” ending: -ing: Describing the thing or situation that causes the feeling. With -ed: Describes how a person feels as a result of that thing or situation. -Use of “Correlative Conjunctions (either, neither)”: Describing two alternatives or a negative choice between two alternatives. -Use of Elliptical responses (So do I, I hope so etc.): Giving brief answers in a conversation to avoid unnecessary repetition. Target Social Language in Use: Don’t let your mind wander but focus! Take turns and play fair! The other team is out of our league! Target Phonological Sounds in Use: -Intonation of negative statements *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.2.L1. Students can get ready for the listening/watching-comprehension process for the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” carefully. ENG.6.2.L2. Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” together through significant details and main components while listening/watching it. ENG.6.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through significant details by listening (to)/watching it carefully. ENG.6.2.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.P1. Students can select and use the target phonological elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.2.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.R2. Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully. ENG.6.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others. ENG.6.2.V1. Students can select and use the target vocabulary of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.W2 Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies” based on the model/example provided. ENG.6.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people. ENG.6.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others. ENG.6.2.S1. Students can get ready for speaking-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.S3. Students can organise a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically. ENG.6.2.S4. Students can construct a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically. ENG.6.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people. ENG.6.2.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people 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.6.2.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “classroom life and learning” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.2.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.2.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.2.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.2.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.2.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.2.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.2.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.2.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.2.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.2.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.2.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.2.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.2.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.2.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.2.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.2.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.2.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.2.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.2.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.2.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.2.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, 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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 2 CLASSROOM LIFE & LEARNING</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: Preferences for learning activities; preferences for learning technologies Target Vocabulary in Use (with revisional vocabulary): Vocabulary for preferences for learning activities: Nouns: An illustration, a concept, brainstorming, an exploration, feedback, a principle, a rhythm, an evaluation, necessity, a preference, creativity, preparation, a reward, a mission, a partnership, an objective, an optimist. Verbs: To accomplish, to adapt, to boost, to brainstorm, to cope, to clarify, to establish, to evaluate, to fulfil, to hesitate, to outline, to pursue, to secure, to seek. Adjectives: Reflective, visual, memorable, satisfied. Adverbs: Commonly, essentially. Vocabulary for preferences for learning technologies: Nouns: Courage, feedback, a monitor, a mouse pad (mat-AmE), an instruction, a bug, a folder, a webcam, a touchscreen, volume, a database, electronics, a password, an interaction, an innovation, popularity, accessibility, practicality. Verbs: To edit, to install, to inform, to navigate, to personalise, to select, to monitor. Adjectives: Efficient, willing, virtual, super, technological, flexible, innovative, complicated, limited, handheld, user-friendly, immersive, cutting edge. Adverbs: Efficiently. Target Grammatical Structures in Use: -The Simple Present Tense for the Future: (The teacher clarifies the rules of the competition at the beginning of the lesson tomorrow). -The Present Progressive for the Future: (They are accomplishing their goals by the end of the week). -The Present Progressive Tense with “Always”: (She is always adapting to new challenges with a reflective mindset.). -Question Tags with the Simple Present Tense for the Future and The Present Progressive Tense for Future: (The school organises an evaluation session tomorrow, doesn’t it?) (The school is organising an evaluation session tomorrow, isn’t it?) -Adjectives with “-ed and -ing”: (The rewarding experience made the participants feel truly fulfilled). -Correlative Conjunctions: (“Either”, “Neither) and Elliptical Responses: “So do I”, “I hope so”, etc.) (Neither the preparation nor the brainstorming boosts maximum creativity without teamwork). Functions of the Grammatical Structures in Use: -Use of the Simple Present Tense for the Future: Describing scheduled future events fixed with timetables or plans. -Use of the Present Progressive Tense for the Future: Describing planned future actions that are already arranged or decided. -Use of the Present Progressive Tense with “always”: Describing actions that cause irritation. -Use of “Question Tags” for related tenses: Confirming or clarifying information. -Use of “Adjectives” with “-ed vs -ing” ending: -ing: Describing the thing or situation that causes the feeling. With -ed: Describes how a person feels as a result of that thing or situation. -Use of “Correlative Conjunctions (either, neither)”: Describing two alternatives or a negative choice between two alternatives. -Use of Elliptical responses (So do I, I hope so etc.): Giving brief answers in a conversation to avoid unnecessary repetition. Target Social Language in Use: Don’t let your mind wander but focus! Take turns and play fair! The other team is out of our league! Target Phonological Sounds in Use: -Intonation of negative statements *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.2.L1. Students can get ready for the listening/watching-comprehension process for the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” carefully. ENG.6.2.L2. Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” together through significant details and main components while listening/watching it. ENG.6.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through significant details by listening (to)/watching it carefully. ENG.6.2.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.P1. Students can select and use the target phonological elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.2.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.R2. Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully. ENG.6.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others. ENG.6.2.V1. Students can select and use the target vocabulary of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.W2 Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies” based on the model/example provided. ENG.6.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people. ENG.6.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others. ENG.6.2.S1. Students can get ready for speaking-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.S3. Students can organise a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically. ENG.6.2.S4. Students can construct a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically. ENG.6.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people. ENG.6.2.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people 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.6.2.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “classroom life and learning” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.2.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.2.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.2.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.2.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.2.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.2.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.2.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.2.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.2.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.2.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.2.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.2.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.2.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.2.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.2.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.2.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.2.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.2.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.2.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.2.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.2.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, 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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 2 CLASSROOM LIFE & LEARNING</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: Preferences for learning activities; preferences for learning technologies Target Vocabulary in Use (with revisional vocabulary): Vocabulary for preferences for learning activities: Nouns: An illustration, a concept, brainstorming, an exploration, feedback, a principle, a rhythm, an evaluation, necessity, a preference, creativity, preparation, a reward, a mission, a partnership, an objective, an optimist. Verbs: To accomplish, to adapt, to boost, to brainstorm, to cope, to clarify, to establish, to evaluate, to fulfil, to hesitate, to outline, to pursue, to secure, to seek. Adjectives: Reflective, visual, memorable, satisfied. Adverbs: Commonly, essentially. Vocabulary for preferences for learning technologies: Nouns: Courage, feedback, a monitor, a mouse pad (mat-AmE), an instruction, a bug, a folder, a webcam, a touchscreen, volume, a database, electronics, a password, an interaction, an innovation, popularity, accessibility, practicality. Verbs: To edit, to install, to inform, to navigate, to personalise, to select, to monitor. Adjectives: Efficient, willing, virtual, super, technological, flexible, innovative, complicated, limited, handheld, user-friendly, immersive, cutting edge. Adverbs: Efficiently. Target Grammatical Structures in Use: -The Simple Present Tense for the Future: (The teacher clarifies the rules of the competition at the beginning of the lesson tomorrow). -The Present Progressive for the Future: (They are accomplishing their goals by the end of the week). -The Present Progressive Tense with “Always”: (She is always adapting to new challenges with a reflective mindset.). -Question Tags with the Simple Present Tense for the Future and The Present Progressive Tense for Future: (The school organises an evaluation session tomorrow, doesn’t it?) (The school is organising an evaluation session tomorrow, isn’t it?) -Adjectives with “-ed and -ing”: (The rewarding experience made the participants feel truly fulfilled). -Correlative Conjunctions: (“Either”, “Neither) and Elliptical Responses: “So do I”, “I hope so”, etc.) (Neither the preparation nor the brainstorming boosts maximum creativity without teamwork). Functions of the Grammatical Structures in Use: -Use of the Simple Present Tense for the Future: Describing scheduled future events fixed with timetables or plans. -Use of the Present Progressive Tense for the Future: Describing planned future actions that are already arranged or decided. -Use of the Present Progressive Tense with “always”: Describing actions that cause irritation. -Use of “Question Tags” for related tenses: Confirming or clarifying information. -Use of “Adjectives” with “-ed vs -ing” ending: -ing: Describing the thing or situation that causes the feeling. With -ed: Describes how a person feels as a result of that thing or situation. -Use of “Correlative Conjunctions (either, neither)”: Describing two alternatives or a negative choice between two alternatives. -Use of Elliptical responses (So do I, I hope so etc.): Giving brief answers in a conversation to avoid unnecessary repetition. Target Social Language in Use: Don’t let your mind wander but focus! Take turns and play fair! The other team is out of our league! Target Phonological Sounds in Use: -Intonation of negative statements *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.2.L1. Students can get ready for the listening/watching-comprehension process for the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” carefully. ENG.6.2.L2. Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” together through significant details and main components while listening/watching it. ENG.6.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through significant details by listening (to)/watching it carefully. ENG.6.2.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.P1. Students can select and use the target phonological elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.2.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.R2. Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully. ENG.6.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others. ENG.6.2.V1. Students can select and use the target vocabulary of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.W2 Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies” based on the model/example provided. ENG.6.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people. ENG.6.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others. ENG.6.2.S1. Students can get ready for speaking-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.S3. Students can organise a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically. ENG.6.2.S4. Students can construct a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically. ENG.6.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people. ENG.6.2.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people 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.6.2.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “classroom life and learning” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.2.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.2.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.2.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.2.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.2.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.2.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.2.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.2.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.2.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.2.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.2.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.2.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.2.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.2.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.2.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.2.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.2.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.2.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.2.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.2.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.2.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, 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;"> 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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 3 PERSONAL LIFE & WELL-BEING</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: mobile phones and their impact on health and social life; personal preferences for films and visual arts Target Vocabulary in Use (with revisional vocabulary): Vocabulary for mobile phones and their impact on health and social life: Nouns: Addiction, aid, assistance, bias, anger, anxiety, awareness, convenience, disconnection, disorientation, a follower, helpline, an inbox, necessity, panic, a password, majority, minority, podcasting, remote learning, service provider, privacy, relief, standard of living, surfing, a tension, tiredness, welfare. Verbs: To demonstrate, to friend, to preserve, to resist, to isolate, to overcome, to heal, to harm, to trace, to overuse, to regulate, to monitor, to restrict. Adjectives: Addicted, aggressive, anxious, biased, dependent, isolated, unconscious, significant. Adverbs: Increasingly, severely, securely. Vocabulary for personal preferences for films and visual arts: Nouns: Animation, cast, classic, genre, masterpiece, performing arts, preview, production, rehearsal, scenario, sci-fi, screening, sound effect, stunt, subtitle, tension, amazement, amusement, criterion, preference. Verbs: To adore, to edit, to appeal, to consult. Adjectives: Dramatic, emotional, aggressive, animated. Adverbs: Alternatively. Target Grammatical Structures in Use: -The Simple Past Tense versus the Past Progressive Tense: (I was surfing the web when my phone rang). -Question Tags with the Simple Past Tense and the Past Progressive Tense: (You enjoyed the film, didn’t you?). (They were coming back home when you saw them, weren’t they?). - “Could” for ability: (She could play the piano very well when she was younger). - “Used to”: (She used to rehearse with her cast every day last year). (She used to play football as a kid). -Wh- questions: How long ago etc. (How long ago did you watch that film?). -Prepositions: Among, until, on, at, in, in case, by, of, with, about, to, for, about, from, out of: (The film will start at 8 p.m). -Prepositional phrases with in, for, from, to, at, to, in, about, with, from, of, etc.: (He learned it from the podcast.) Functions of the Grammatical Structures in Use: -Use of the Simple Past Tense versus the Past Progressive Tense: Describing an action that was interrupted by another event (Past Progressive) or completed in the past (Simple Past). -Use of “Question Tags” with the Simple Past Tense and the Past Progressive Tense: Asking short questions to confirm or clarify information (in the past) in the sentence. -Use of “Could” for ability (I could ski before I could walk): Describing an ability in the past. -Use of “Used to”: Describing past habits or routines that do not occur in the present. -Use of “Wh- questions” e.g. “How long etc.”: Asking for specific information about a subject, an object, time, a place, manner and a reason. -Use of Prepositions: (among, until, on, at, in, in case, by, of, with, about, to, for, about, from, out of): Indicating relationship among the components of a sentence in terms of cause, direction, manner, time, and location. -Use of Prepositional Phrases with in, for, from, to, at, to, in, about, with, from, of, etc.: Clarifying the details in the sentence about the cause, direction, manner, time, and location. Target Social Language in Use: Write this down, it’s important! How do you feel? Is everything all right? She looks like a picture of health! Target Phonological Sounds in Use: -Intonation of questions and question tags. *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.3.L1. Students can get ready for the listening/watching-comprehension process for the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” carefully. ENG.6.3.L2. Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” together through significant details and main components while listening (to)/ watching it. ENG.6.3.L3. Students can make meaning of/derive meaning from the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through significant details by listening (to)/watching it carefully. ENG.6.3.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.P1. Students can select and use the target phonological elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.3.R1. Students can get ready for the reading-comprehension process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.R2. Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.3.R3. Students can make meaning of / derive meaning from the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by reading it carefully. ENG.6.3.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others. ENG.6.3.V1. Students can select and use the target vocabulary of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.3.G1. Students can select and use the target grammatical elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.3.W1. Students can get ready for the writing-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.W2. Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.W3. Students can organise a content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” based on the model/example provided. unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.3.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people. ENG.6.3.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others. ENG.6.3.S1. Students can get ready for speaking-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.S2. Students can use the model/example for producing verbal content about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.S3. Students can organise a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically. ENG.6.3.S4. Students can construct a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically. ENG.6.3.S5. Students can reorganise (reconstruct) and use information about the “personal life and wellbeing with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people. ENG.6.3.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people 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.6.3.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “personal life and well-being” by using the relationships that they recognised accurately by looking at the provided realia, pictures,and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.3.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.3.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.3.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.3.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.3.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.3.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.3.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.3.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.3.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.3.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.3.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.3.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.3.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.3.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.3.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.3.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.3.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.3.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.3.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.3.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.3.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.3.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, 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, 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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 3 PERSONAL LIFE & WELL-BEING</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: mobile phones and their impact on health and social life; personal preferences for films and visual arts Target Vocabulary in Use (with revisional vocabulary): Vocabulary for mobile phones and their impact on health and social life: Nouns: Addiction, aid, assistance, bias, anger, anxiety, awareness, convenience, disconnection, disorientation, a follower, helpline, an inbox, necessity, panic, a password, majority, minority, podcasting, remote learning, service provider, privacy, relief, standard of living, surfing, a tension, tiredness, welfare. Verbs: To demonstrate, to friend, to preserve, to resist, to isolate, to overcome, to heal, to harm, to trace, to overuse, to regulate, to monitor, to restrict. Adjectives: Addicted, aggressive, anxious, biased, dependent, isolated, unconscious, significant. Adverbs: Increasingly, severely, securely. Vocabulary for personal preferences for films and visual arts: Nouns: Animation, cast, classic, genre, masterpiece, performing arts, preview, production, rehearsal, scenario, sci-fi, screening, sound effect, stunt, subtitle, tension, amazement, amusement, criterion, preference. Verbs: To adore, to edit, to appeal, to consult. Adjectives: Dramatic, emotional, aggressive, animated. Adverbs: Alternatively. Target Grammatical Structures in Use: -The Simple Past Tense versus the Past Progressive Tense: (I was surfing the web when my phone rang). -Question Tags with the Simple Past Tense and the Past Progressive Tense: (You enjoyed the film, didn’t you?). (They were coming back home when you saw them, weren’t they?). - “Could” for ability: (She could play the piano very well when she was younger). - “Used to”: (She used to rehearse with her cast every day last year). (She used to play football as a kid). -Wh- questions: How long ago etc. (How long ago did you watch that film?). -Prepositions: Among, until, on, at, in, in case, by, of, with, about, to, for, about, from, out of: (The film will start at 8 p.m). -Prepositional phrases with in, for, from, to, at, to, in, about, with, from, of, etc.: (He learned it from the podcast.) Functions of the Grammatical Structures in Use: -Use of the Simple Past Tense versus the Past Progressive Tense: Describing an action that was interrupted by another event (Past Progressive) or completed in the past (Simple Past). -Use of “Question Tags” with the Simple Past Tense and the Past Progressive Tense: Asking short questions to confirm or clarify information (in the past) in the sentence. -Use of “Could” for ability (I could ski before I could walk): Describing an ability in the past. -Use of “Used to”: Describing past habits or routines that do not occur in the present. -Use of “Wh- questions” e.g. “How long etc.”: Asking for specific information about a subject, an object, time, a place, manner and a reason. -Use of Prepositions: (among, until, on, at, in, in case, by, of, with, about, to, for, about, from, out of): Indicating relationship among the components of a sentence in terms of cause, direction, manner, time, and location. -Use of Prepositional Phrases with in, for, from, to, at, to, in, about, with, from, of, etc.: Clarifying the details in the sentence about the cause, direction, manner, time, and location. Target Social Language in Use: Write this down, it’s important! How do you feel? Is everything all right? She looks like a picture of health! Target Phonological Sounds in Use: -Intonation of questions and question tags. *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.3.L1. Students can get ready for the listening/watching-comprehension process for the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” carefully. ENG.6.3.L2. Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” together through significant details and main components while listening (to)/ watching it. ENG.6.3.L3. Students can make meaning of/derive meaning from the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through significant details by listening (to)/watching it carefully. ENG.6.3.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.P1. Students can select and use the target phonological elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.3.R1. Students can get ready for the reading-comprehension process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.R2. Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.3.R3. Students can make meaning of / derive meaning from the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by reading it carefully. ENG.6.3.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others. ENG.6.3.V1. Students can select and use the target vocabulary of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.3.G1. Students can select and use the target grammatical elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.3.W1. Students can get ready for the writing-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.W2. Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.W3. Students can organise a content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” based on the model/example provided. unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.3.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people. ENG.6.3.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others. ENG.6.3.S1. Students can get ready for speaking-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.S2. Students can use the model/example for producing verbal content about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.S3. Students can organise a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically. ENG.6.3.S4. Students can construct a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically. ENG.6.3.S5. Students can reorganise (reconstruct) and use information about the “personal life and wellbeing with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people. ENG.6.3.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people 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.6.3.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “personal life and well-being” by using the relationships that they recognised accurately by looking at the provided realia, pictures,and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.3.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.3.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.3.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.3.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.3.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.3.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.3.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.3.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.3.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.3.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.3.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.3.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.3.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.3.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.3.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.3.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.3.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.3.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.3.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.3.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.3.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.3.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, 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, 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; "> 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;"> 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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 3 PERSONAL LIFE & WELL-BEING</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: mobile phones and their impact on health and social life; personal preferences for films and visual arts Target Vocabulary in Use (with revisional vocabulary): Vocabulary for mobile phones and their impact on health and social life: Nouns: Addiction, aid, assistance, bias, anger, anxiety, awareness, convenience, disconnection, disorientation, a follower, helpline, an inbox, necessity, panic, a password, majority, minority, podcasting, remote learning, service provider, privacy, relief, standard of living, surfing, a tension, tiredness, welfare. Verbs: To demonstrate, to friend, to preserve, to resist, to isolate, to overcome, to heal, to harm, to trace, to overuse, to regulate, to monitor, to restrict. Adjectives: Addicted, aggressive, anxious, biased, dependent, isolated, unconscious, significant. Adverbs: Increasingly, severely, securely. Vocabulary for personal preferences for films and visual arts: Nouns: Animation, cast, classic, genre, masterpiece, performing arts, preview, production, rehearsal, scenario, sci-fi, screening, sound effect, stunt, subtitle, tension, amazement, amusement, criterion, preference. Verbs: To adore, to edit, to appeal, to consult. Adjectives: Dramatic, emotional, aggressive, animated. Adverbs: Alternatively. Target Grammatical Structures in Use: -The Simple Past Tense versus the Past Progressive Tense: (I was surfing the web when my phone rang). -Question Tags with the Simple Past Tense and the Past Progressive Tense: (You enjoyed the film, didn’t you?). (They were coming back home when you saw them, weren’t they?). - “Could” for ability: (She could play the piano very well when she was younger). - “Used to”: (She used to rehearse with her cast every day last year). (She used to play football as a kid). -Wh- questions: How long ago etc. (How long ago did you watch that film?). -Prepositions: Among, until, on, at, in, in case, by, of, with, about, to, for, about, from, out of: (The film will start at 8 p.m). -Prepositional phrases with in, for, from, to, at, to, in, about, with, from, of, etc.: (He learned it from the podcast.) Functions of the Grammatical Structures in Use: -Use of the Simple Past Tense versus the Past Progressive Tense: Describing an action that was interrupted by another event (Past Progressive) or completed in the past (Simple Past). -Use of “Question Tags” with the Simple Past Tense and the Past Progressive Tense: Asking short questions to confirm or clarify information (in the past) in the sentence. -Use of “Could” for ability (I could ski before I could walk): Describing an ability in the past. -Use of “Used to”: Describing past habits or routines that do not occur in the present. -Use of “Wh- questions” e.g. “How long etc.”: Asking for specific information about a subject, an object, time, a place, manner and a reason. -Use of Prepositions: (among, until, on, at, in, in case, by, of, with, about, to, for, about, from, out of): Indicating relationship among the components of a sentence in terms of cause, direction, manner, time, and location. -Use of Prepositional Phrases with in, for, from, to, at, to, in, about, with, from, of, etc.: Clarifying the details in the sentence about the cause, direction, manner, time, and location. Target Social Language in Use: Write this down, it’s important! How do you feel? Is everything all right? She looks like a picture of health! Target Phonological Sounds in Use: -Intonation of questions and question tags. *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> OKUL TEMELLİ PLANLAMA* ENG.6.3.L1. Students can get ready for the listening/watching-comprehension process for the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” carefully. ENG.6.3.L2. Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” together through significant details and main components while listening (to)/ watching it. ENG.6.3.L3. Students can make meaning of/derive meaning from the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through significant details by listening (to)/watching it carefully. ENG.6.3.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.P1. Students can select and use the target phonological elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.3.R1. Students can get ready for the reading-comprehension process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.R2. Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.3.R3. Students can make meaning of / derive meaning from the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by reading it carefully. ENG.6.3.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others. ENG.6.3.V1. Students can select and use the target vocabulary of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.3.G1. Students can select and use the target grammatical elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.3.W1. Students can get ready for the writing-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.W2. Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.W3. Students can organise a content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” based on the model/example provided. unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.3.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people. ENG.6.3.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others. ENG.6.3.S1. Students can get ready for speaking-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.S2. Students can use the model/example for producing verbal content about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.S3. Students can organise a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically. ENG.6.3.S4. Students can construct a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically. ENG.6.3.S5. Students can reorganise (reconstruct) and use information about the “personal life and wellbeing with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people. ENG.6.3.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people in relation to themselves or others, both individually and/or with others. ENG.6.3.L1. Students can get ready for the listening/watching-comprehension process for the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” carefully. ENG.6.3.L2. Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” together through significant details and main components while listening (to)/ watching it. ENG.6.3.L3. Students can make meaning of/derive meaning from the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through significant details by listening (to)/watching it carefully. ENG.6.3.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.P1. Students can select and use the target phonological elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.3.R1. Students can get ready for the reading-comprehension process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.R2. Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.3.R3. Students can make meaning of / derive meaning from the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by reading it carefully. ENG.6.3.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others. ENG.6.3.V1. Students can select and use the target vocabulary of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.3.G1. Students can select and use the target grammatical elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.3.W1. Students can get ready for the writing-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.W2. Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.W3. Students can organise a content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” based on the model/example provided. unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.3.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people. ENG.6.3.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others. ENG.6.3.S1. Students can get ready for speaking-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.S2. Students can use the model/example for producing verbal content about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.S3. Students can organise a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically. ENG.6.3.S4. Students can construct a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically. ENG.6.3.S5. Students can reorganise (reconstruct) and use information about the “personal life and wellbeing with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people. ENG.6.3.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people 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.6.3.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “personal life and well-being” by using the relationships that they recognised accurately by looking at the provided realia, pictures,and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.3.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.3.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.3.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.3.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.3.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.3.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.3.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.3.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.3.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.3.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.3.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.3.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.3.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.3.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.3.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.3.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.3.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.3.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.3.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.3.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.3.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.3.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, 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, 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; "> 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;"> 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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 3 PERSONAL LIFE & WELL-BEING</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: mobile phones and their impact on health and social life; personal preferences for films and visual arts Target Vocabulary in Use (with revisional vocabulary): Vocabulary for mobile phones and their impact on health and social life: Nouns: Addiction, aid, assistance, bias, anger, anxiety, awareness, convenience, disconnection, disorientation, a follower, helpline, an inbox, necessity, panic, a password, majority, minority, podcasting, remote learning, service provider, privacy, relief, standard of living, surfing, a tension, tiredness, welfare. Verbs: To demonstrate, to friend, to preserve, to resist, to isolate, to overcome, to heal, to harm, to trace, to overuse, to regulate, to monitor, to restrict. Adjectives: Addicted, aggressive, anxious, biased, dependent, isolated, unconscious, significant. Adverbs: Increasingly, severely, securely. Vocabulary for personal preferences for films and visual arts: Nouns: Animation, cast, classic, genre, masterpiece, performing arts, preview, production, rehearsal, scenario, sci-fi, screening, sound effect, stunt, subtitle, tension, amazement, amusement, criterion, preference. Verbs: To adore, to edit, to appeal, to consult. Adjectives: Dramatic, emotional, aggressive, animated. Adverbs: Alternatively. Target Grammatical Structures in Use: -The Simple Past Tense versus the Past Progressive Tense: (I was surfing the web when my phone rang). -Question Tags with the Simple Past Tense and the Past Progressive Tense: (You enjoyed the film, didn’t you?). (They were coming back home when you saw them, weren’t they?). - “Could” for ability: (She could play the piano very well when she was younger). - “Used to”: (She used to rehearse with her cast every day last year). (She used to play football as a kid). -Wh- questions: How long ago etc. (How long ago did you watch that film?). -Prepositions: Among, until, on, at, in, in case, by, of, with, about, to, for, about, from, out of: (The film will start at 8 p.m). -Prepositional phrases with in, for, from, to, at, to, in, about, with, from, of, etc.: (He learned it from the podcast.) Functions of the Grammatical Structures in Use: -Use of the Simple Past Tense versus the Past Progressive Tense: Describing an action that was interrupted by another event (Past Progressive) or completed in the past (Simple Past). -Use of “Question Tags” with the Simple Past Tense and the Past Progressive Tense: Asking short questions to confirm or clarify information (in the past) in the sentence. -Use of “Could” for ability (I could ski before I could walk): Describing an ability in the past. -Use of “Used to”: Describing past habits or routines that do not occur in the present. -Use of “Wh- questions” e.g. “How long etc.”: Asking for specific information about a subject, an object, time, a place, manner and a reason. -Use of Prepositions: (among, until, on, at, in, in case, by, of, with, about, to, for, about, from, out of): Indicating relationship among the components of a sentence in terms of cause, direction, manner, time, and location. -Use of Prepositional Phrases with in, for, from, to, at, to, in, about, with, from, of, etc.: Clarifying the details in the sentence about the cause, direction, manner, time, and location. Target Social Language in Use: Write this down, it’s important! How do you feel? Is everything all right? She looks like a picture of health! Target Phonological Sounds in Use: -Intonation of questions and question tags. *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.3.L1. Students can get ready for the listening/watching-comprehension process for the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” carefully. ENG.6.3.L2. Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” together through significant details and main components while listening (to)/ watching it. ENG.6.3.L3. Students can make meaning of/derive meaning from the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through significant details by listening (to)/watching it carefully. ENG.6.3.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.P1. Students can select and use the target phonological elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.3.R1. Students can get ready for the reading-comprehension process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.R2. Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.3.R3. Students can make meaning of / derive meaning from the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by reading it carefully. ENG.6.3.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others. ENG.6.3.V1. Students can select and use the target vocabulary of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.3.G1. Students can select and use the target grammatical elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.3.W1. Students can get ready for the writing-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.W2. Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.W3. Students can organise a content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” based on the model/example provided. unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.3.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people. ENG.6.3.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others. ENG.6.3.S1. Students can get ready for speaking-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.S2. Students can use the model/example for producing verbal content about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.S3. Students can organise a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically. ENG.6.3.S4. Students can construct a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically. ENG.6.3.S5. Students can reorganise (reconstruct) and use information about the “personal life and wellbeing with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people. ENG.6.3.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people 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.6.3.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “personal life and well-being” by using the relationships that they recognised accurately by looking at the provided realia, pictures,and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.3.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.3.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.3.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.3.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.3.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.3.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.3.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.3.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.3.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.3.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.3.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.3.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.3.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.3.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.3.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.3.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.3.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.3.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.3.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.3.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.3.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.3.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, 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, 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; "> 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;"> 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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 4 FAMILY LIFE & HOME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> "Sub-themes: Relationships, problems, and solutions in the family; different families and family houses Target Vocabulary in Use (with revisional vocabulary): Vocabulary for relationships, problems and solutions in the family: Relationships: Nouns: An acquaintance, an ancestor, a bond, blame, a hug, an identical twin, a mate, patience, a regret, a sibling. Problems and solutions: Nouns: An approval, an attempt, a collapse, a conflict, a controversy, a disagreement, a division, a failure, a misunderstanding, an obstacle, a struggle, a split. Verbs: To abandon, to accuse, to adopt, to acknowledge, to approve, to assess, to blame, to defend, to defeat, to deny, to embrace, to forgive, to hug, to inherit, to maintain, to regret, to satisfy, to socialise, to split, to struggle, to trace, to unite. Adjectives: Attempted, desperate, hopeless, identical, objective, pessimistic, sensitive, sincere, spiritual, subjective, passionate. Adverbs: Barely, hopelessly, subjectively. Idiom: to make life difficult (for somebody). Vocabulary for different families and family houses: Nouns: An anniversary, air-conditioning, an attic, a cabin, a central heating, a classic, a coach house, an ecohouse, housing, a hut, an igloo, a mobile home, an origin, a root, a room-mate, a storeroom, a tiny house, a villa, a workplace. Vocabulary for different families: Nouns: A nuclear family. Verbs: To possess, to select. Adjectives: Air-conditioned, broad, characteristic, contemporary, industrial, open-plan, plain, sophisticated, charming, detached, semi-detached. Target Grammatical Structures in Use: -The Present Perfect Tense (for, since, yet, already, never, ever, just, recently) versus The Present Perfect Progressive Tense: (I have just visited my grandparents’ farmhouse. I have been working on decorating their attic for weeks). -Question Tags with The Present Perfect Tense and the Present Perfect Progressive Tense: (They haven’t solved the family conflict yet, have they?) -Comparative and Superlative of Regular-Irregular Adjectives (thin-thinner-the thinnest; far - further / farther - the furthest / farthest: (This farmhouse is farther from the city than the one we visited last year). (The cabin in the woods is the furthest place we have ever stayed). -Reflexive Pronouns: myself, himself, herself, himself, ourselves, yourself, themselves: (We decorated the farmhouse ourselves for our grandparents’ anniversary). -Wh- questions i.e. How long etc.: (How long have they lived in the igloo?). Functions of the Grammatical Structures in Use: -Use of the Present Perfect Tense: Describing actions that began in the past and continue into the present and describing an action that happened recently and has an impact on the present. -Use of the Present Perfect Progressive Tense: Describing actions that started in the past and continue in the present, often focusing on duration or the ongoing nature of the action. -Use of the “Question Tags” with the Present Perfect Tense and the Present Perfect Progressive Tense: Confirming information, encouraging agreement, seeking reassurance. -Use of the Comparative and Superlatives of Regular and Irregular adjectives: Comparing two or more things or people using regular or irregular adjective forms. -Use of “Reflexive Pronouns (myself, himself, herself, himself, ourselves, yourself, themselves): Saying the subject performs an action on itself or emphasising that the subject performed the action independently or without help. - “Wh- questions” (How long etc.): Asking about the duration of an action or event. Target Social Language in Use: My grandma makes the best biscuits! It feels so cosy in our house! Home sweet home! A house divided against itself cannot stand! Target Phonological Sounds in Use: a,b,c,d,e Vowels. a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/); e: (/e/; /i:/, /ə/, silent /e/) Consonants: b: (/b/), silent /b/); c: (/si/, /k/, /tʃ/, /z/, silent /c/); d: (/d/), silent /d/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the them." </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.4.L1. Students can get ready for the listening/watching-comprehension process for the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” carefully. ENG.6.4.L2. Students can bring information about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” together through significant details and main components while listening (to)/watching it. ENG.6.4.L3. Students can make meaning of/derive meaning from the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” through significant details by listening (to)/watching it carefully. ENG.6.4.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.P1. Students can select and use the target phonological elements of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others. ENG.6.4.R1. Students can get ready for the reading-comprehension process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.R2. Students can bring information about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.4.R3. Students can make meaning of / derive meaning from the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” by reading it carefully. ENG.6.4.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” in relation to themselves or others, both individually and/or with others. ENG.6.4.V1. Students can select and use the target vocabulary of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.4.G1. Students can select and use the target grammatical elements of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.4.W1. Students can get ready for the writing-expression process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.W2. Students can understand the model/example for the writing task about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.W3. Students can organise a content for the assigned writing task on the current content “family life and home with relationships, problems, and solutions in the family; different families and family houses” based on the model/example provided. ENG.6.4.W4. Students can individually construct/form content for the assigned writing task on the current content “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people. ENG.6.4.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” in relation to themselves or others, both individually and/or with others. ENG.6.4.S1. Students can get ready for speaking-expression process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.S2. Students can use the model/example for producing verbal content about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.S3. Students can organise a new verbal content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” by speaking accurately, efficiently, and authentically. ENG.6.4.S4. Students can construct a new verbal content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” by speaking accurately, efficiently, and authentically. ENG.6.4.S5. Students can reorganise (reconstruct) and use information about the “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people. ENG.6.4.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people 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.6.4.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “family life and home” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.4.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.4.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.4.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.4.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.4.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.4.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.4.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.4.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.4.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.4.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.4.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.4.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.4.W3 a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.4.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.4.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.4.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.4.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.4.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.4.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.4.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.4.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.4.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V2. Family Integrity, V4. Friendship, V6. Honesty, V7. Aesthetics, V8. Privacy, V9. Compassion, V10. Modesty, V12. Patience, 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, 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; "> </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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SEMESTER : 19 - 30 January</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER : 19 - 30 January </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER : 19 - 30 January</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SEMESTER : 19 - 30 January</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER : 19 - 30 January </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER : 19 - 30 January </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; "> </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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SEMESTER : 19 - 30 January</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER : 19 - 30 January </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER : 19 - 30 January</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SEMESTER : 19 - 30 January</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER : 19 - 30 January </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER : 19 - 30 January </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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 4 FAMILY LIFE & HOME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: Relationships, problems, and solutions in the family; different families and family houses Target Vocabulary in Use (with revisional vocabulary): Vocabulary for relationships, problems and solutions in the family: Relationships: Nouns: An acquaintance, an ancestor, a bond, blame, a hug, an identical twin, a mate, patience, a regret, a sibling. Problems and solutions: Nouns: An approval, an attempt, a collapse, a conflict, a controversy, a disagreement, a division, a failure, a misunderstanding, an obstacle, a struggle, a split. Verbs: To abandon, to accuse, to adopt, to acknowledge, to approve, to assess, to blame, to defend, to defeat, to deny, to embrace, to forgive, to hug, to inherit, to maintain, to regret, to satisfy, to socialise, to split, to struggle, to trace, to unite. Adjectives: Attempted, desperate, hopeless, identical, objective, pessimistic, sensitive, sincere, spiritual, subjective, passionate. Adverbs: Barely, hopelessly, subjectively. Idiom: to make life difficult (for somebody). Vocabulary for different families and family houses: Nouns: An anniversary, air-conditioning, an attic, a cabin, a central heating, a classic, a coach house, an ecohouse, housing, a hut, an igloo, a mobile home, an origin, a root, a room-mate, a storeroom, a tiny house, a villa, a workplace. Vocabulary for different families: Nouns: A nuclear family. Verbs: To possess, to select. Adjectives: Air-conditioned, broad, characteristic, contemporary, industrial, open-plan, plain, sophisticated, charming, detached, semi-detached. Target Grammatical Structures in Use: -The Present Perfect Tense (for, since, yet, already, never, ever, just, recently) versus The Present Perfect Progressive Tense: (I have just visited my grandparents’ farmhouse. I have been working on decorating their attic for weeks). -Question Tags with The Present Perfect Tense and the Present Perfect Progressive Tense: (They haven’t solved the family conflict yet, have they?) -Comparative and Superlative of Regular-Irregular Adjectives (thin-thinner-the thinnest; far - further / farther - the furthest / farthest: (This farmhouse is farther from the city than the one we visited last year). (The cabin in the woods is the furthest place we have ever stayed). -Reflexive Pronouns: myself, himself, herself, himself, ourselves, yourself, themselves: (We decorated the farmhouse ourselves for our grandparents’ anniversary). -Wh- questions i.e. How long etc.: (How long have they lived in the igloo?). Functions of the Grammatical Structures in Use: -Use of the Present Perfect Tense: Describing actions that began in the past and continue into the present and describing an action that happened recently and has an impact on the present. -Use of the Present Perfect Progressive Tense: Describing actions that started in the past and continue in the present, often focusing on duration or the ongoing nature of the action. -Use of the “Question Tags” with the Present Perfect Tense and the Present Perfect Progressive Tense: Confirming information, encouraging agreement, seeking reassurance. -Use of the Comparative and Superlatives of Regular and Irregular adjectives: Comparing two or more things or people using regular or irregular adjective forms. -Use of “Reflexive Pronouns (myself, himself, herself, himself, ourselves, yourself, themselves): Saying the subject performs an action on itself or emphasising that the subject performed the action independently or without help. - “Wh- questions” (How long etc.): Asking about the duration of an action or event. Target Social Language in Use: My grandma makes the best biscuits! It feels so cosy in our house! Home sweet home! A house divided against itself cannot stand! Target Phonological Sounds in Use: a,b,c,d,e Vowels. a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/); e: (/e/; /i:/, /ə/, silent /e/) Consonants: b: (/b/), silent /b/); c: (/si/, /k/, /tʃ/, /z/, silent /c/); d: (/d/), silent /d/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the them. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.4.L1. Students can get ready for the listening/watching-comprehension process for the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” carefully. ENG.6.4.L2. Students can bring information about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” together through significant details and main components while listening (to)/watching it. ENG.6.4.L3. Students can make meaning of/derive meaning from the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” through significant details by listening (to)/watching it carefully. ENG.6.4.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.P1. Students can select and use the target phonological elements of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others. ENG.6.4.R1. Students can get ready for the reading-comprehension process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.R2. Students can bring information about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.4.R3. Students can make meaning of / derive meaning from the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” by reading it carefully. ENG.6.4.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” in relation to themselves or others, both individually and/or with others. ENG.6.4.V1. Students can select and use the target vocabulary of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.4.G1. Students can select and use the target grammatical elements of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.4.W1. Students can get ready for the writing-expression process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.W2. Students can understand the model/example for the writing task about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.W3. Students can organise a content for the assigned writing task on the current content “family life and home with relationships, problems, and solutions in the family; different families and family houses” based on the model/example provided. ENG.6.4.W4. Students can individually construct/form content for the assigned writing task on the current content “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people. ENG.6.4.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” in relation to themselves or others, both individually and/or with others. ENG.6.4.S1. Students can get ready for speaking-expression process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.S2. Students can use the model/example for producing verbal content about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.S3. Students can organise a new verbal content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” by speaking accurately, efficiently, and authentically. ENG.6.4.S4. Students can construct a new verbal content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” by speaking accurately, efficiently, and authentically. ENG.6.4.S5. Students can reorganise (reconstruct) and use information about the “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people. ENG.6.4.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people 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.6.4.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “family life and home” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.4.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.4.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.4.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.4.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.4.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.4.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.4.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.4.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.4.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.4.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.4.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.4.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.4.W3 a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.4.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.4.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.4.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.4.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.4.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.4.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.4.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.4.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.4.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V2. Family Integrity, V4. Friendship, V6. Honesty, V7. Aesthetics, V8. Privacy, V9. Compassion, V10. Modesty, V12. Patience, 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, 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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 4 FAMILY LIFE & HOME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: Relationships, problems, and solutions in the family; different families and family houses Target Vocabulary in Use (with revisional vocabulary): Vocabulary for relationships, problems and solutions in the family: Relationships: Nouns: An acquaintance, an ancestor, a bond, blame, a hug, an identical twin, a mate, patience, a regret, a sibling. Problems and solutions: Nouns: An approval, an attempt, a collapse, a conflict, a controversy, a disagreement, a division, a failure, a misunderstanding, an obstacle, a struggle, a split. Verbs: To abandon, to accuse, to adopt, to acknowledge, to approve, to assess, to blame, to defend, to defeat, to deny, to embrace, to forgive, to hug, to inherit, to maintain, to regret, to satisfy, to socialise, to split, to struggle, to trace, to unite. Adjectives: Attempted, desperate, hopeless, identical, objective, pessimistic, sensitive, sincere, spiritual, subjective, passionate. Adverbs: Barely, hopelessly, subjectively. Idiom: to make life difficult (for somebody). Vocabulary for different families and family houses: Nouns: An anniversary, air-conditioning, an attic, a cabin, a central heating, a classic, a coach house, an ecohouse, housing, a hut, an igloo, a mobile home, an origin, a root, a room-mate, a storeroom, a tiny house, a villa, a workplace. Vocabulary for different families: Nouns: A nuclear family. Verbs: To possess, to select. Adjectives: Air-conditioned, broad, characteristic, contemporary, industrial, open-plan, plain, sophisticated, charming, detached, semi-detached. Target Grammatical Structures in Use: -The Present Perfect Tense (for, since, yet, already, never, ever, just, recently) versus The Present Perfect Progressive Tense: (I have just visited my grandparents’ farmhouse. I have been working on decorating their attic for weeks). -Question Tags with The Present Perfect Tense and the Present Perfect Progressive Tense: (They haven’t solved the family conflict yet, have they?) -Comparative and Superlative of Regular-Irregular Adjectives (thin-thinner-the thinnest; far - further / farther - the furthest / farthest: (This farmhouse is farther from the city than the one we visited last year). (The cabin in the woods is the furthest place we have ever stayed). -Reflexive Pronouns: myself, himself, herself, himself, ourselves, yourself, themselves: (We decorated the farmhouse ourselves for our grandparents’ anniversary). -Wh- questions i.e. How long etc.: (How long have they lived in the igloo?). Functions of the Grammatical Structures in Use: -Use of the Present Perfect Tense: Describing actions that began in the past and continue into the present and describing an action that happened recently and has an impact on the present. -Use of the Present Perfect Progressive Tense: Describing actions that started in the past and continue in the present, often focusing on duration or the ongoing nature of the action. -Use of the “Question Tags” with the Present Perfect Tense and the Present Perfect Progressive Tense: Confirming information, encouraging agreement, seeking reassurance. -Use of the Comparative and Superlatives of Regular and Irregular adjectives: Comparing two or more things or people using regular or irregular adjective forms. -Use of “Reflexive Pronouns (myself, himself, herself, himself, ourselves, yourself, themselves): Saying the subject performs an action on itself or emphasising that the subject performed the action independently or without help. - “Wh- questions” (How long etc.): Asking about the duration of an action or event. Target Social Language in Use: My grandma makes the best biscuits! It feels so cosy in our house! Home sweet home! A house divided against itself cannot stand! Target Phonological Sounds in Use: a,b,c,d,e Vowels. a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/); e: (/e/; /i:/, /ə/, silent /e/) Consonants: b: (/b/), silent /b/); c: (/si/, /k/, /tʃ/, /z/, silent /c/); d: (/d/), silent /d/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the them. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.4.L1. Students can get ready for the listening/watching-comprehension process for the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” carefully. ENG.6.4.L2. Students can bring information about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” together through significant details and main components while listening (to)/watching it. ENG.6.4.L3. Students can make meaning of/derive meaning from the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” through significant details by listening (to)/watching it carefully. ENG.6.4.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.P1. Students can select and use the target phonological elements of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others. ENG.6.4.R1. Students can get ready for the reading-comprehension process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.R2. Students can bring information about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.4.R3. Students can make meaning of / derive meaning from the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” by reading it carefully. ENG.6.4.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” in relation to themselves or others, both individually and/or with others. ENG.6.4.V1. Students can select and use the target vocabulary of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.4.G1. Students can select and use the target grammatical elements of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.4.W1. Students can get ready for the writing-expression process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.W2. Students can understand the model/example for the writing task about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.W3. Students can organise a content for the assigned writing task on the current content “family life and home with relationships, problems, and solutions in the family; different families and family houses” based on the model/example provided. ENG.6.4.W4. Students can individually construct/form content for the assigned writing task on the current content “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people. ENG.6.4.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” in relation to themselves or others, both individually and/or with others. ENG.6.4.S1. Students can get ready for speaking-expression process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.S2. Students can use the model/example for producing verbal content about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.S3. Students can organise a new verbal content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” by speaking accurately, efficiently, and authentically. ENG.6.4.S4. Students can construct a new verbal content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” by speaking accurately, efficiently, and authentically. ENG.6.4.S5. Students can reorganise (reconstruct) and use information about the “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people. ENG.6.4.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people 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.6.4.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “family life and home” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.4.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.4.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.4.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.4.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.4.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.4.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.4.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.4.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.4.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.4.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.4.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.4.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.4.W3 a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.4.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.4.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.4.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.4.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.4.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.4.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.4.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.4.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.4.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V2. Family Integrity, V4. Friendship, V6. Honesty, V7. Aesthetics, V8. Privacy, V9. Compassion, V10. Modesty, V12. Patience, 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, 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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 4 FAMILY LIFE & HOME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: Relationships, problems, and solutions in the family; different families and family houses Target Vocabulary in Use (with revisional vocabulary): Vocabulary for relationships, problems and solutions in the family: Relationships: Nouns: An acquaintance, an ancestor, a bond, blame, a hug, an identical twin, a mate, patience, a regret, a sibling. Problems and solutions: Nouns: An approval, an attempt, a collapse, a conflict, a controversy, a disagreement, a division, a failure, a misunderstanding, an obstacle, a struggle, a split. Verbs: To abandon, to accuse, to adopt, to acknowledge, to approve, to assess, to blame, to defend, to defeat, to deny, to embrace, to forgive, to hug, to inherit, to maintain, to regret, to satisfy, to socialise, to split, to struggle, to trace, to unite. Adjectives: Attempted, desperate, hopeless, identical, objective, pessimistic, sensitive, sincere, spiritual, subjective, passionate. Adverbs: Barely, hopelessly, subjectively. Idiom: to make life difficult (for somebody). Vocabulary for different families and family houses: Nouns: An anniversary, air-conditioning, an attic, a cabin, a central heating, a classic, a coach house, an ecohouse, housing, a hut, an igloo, a mobile home, an origin, a root, a room-mate, a storeroom, a tiny house, a villa, a workplace. Vocabulary for different families: Nouns: A nuclear family. Verbs: To possess, to select. Adjectives: Air-conditioned, broad, characteristic, contemporary, industrial, open-plan, plain, sophisticated, charming, detached, semi-detached. Target Grammatical Structures in Use: -The Present Perfect Tense (for, since, yet, already, never, ever, just, recently) versus The Present Perfect Progressive Tense: (I have just visited my grandparents’ farmhouse. I have been working on decorating their attic for weeks). -Question Tags with The Present Perfect Tense and the Present Perfect Progressive Tense: (They haven’t solved the family conflict yet, have they?) -Comparative and Superlative of Regular-Irregular Adjectives (thin-thinner-the thinnest; far - further / farther - the furthest / farthest: (This farmhouse is farther from the city than the one we visited last year). (The cabin in the woods is the furthest place we have ever stayed). -Reflexive Pronouns: myself, himself, herself, himself, ourselves, yourself, themselves: (We decorated the farmhouse ourselves for our grandparents’ anniversary). -Wh- questions i.e. How long etc.: (How long have they lived in the igloo?). Functions of the Grammatical Structures in Use: -Use of the Present Perfect Tense: Describing actions that began in the past and continue into the present and describing an action that happened recently and has an impact on the present. -Use of the Present Perfect Progressive Tense: Describing actions that started in the past and continue in the present, often focusing on duration or the ongoing nature of the action. -Use of the “Question Tags” with the Present Perfect Tense and the Present Perfect Progressive Tense: Confirming information, encouraging agreement, seeking reassurance. -Use of the Comparative and Superlatives of Regular and Irregular adjectives: Comparing two or more things or people using regular or irregular adjective forms. -Use of “Reflexive Pronouns (myself, himself, herself, himself, ourselves, yourself, themselves): Saying the subject performs an action on itself or emphasising that the subject performed the action independently or without help. - “Wh- questions” (How long etc.): Asking about the duration of an action or event. Target Social Language in Use: My grandma makes the best biscuits! It feels so cosy in our house! Home sweet home! A house divided against itself cannot stand! Target Phonological Sounds in Use: a,b,c,d,e Vowels. a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/); e: (/e/; /i:/, /ə/, silent /e/) Consonants: b: (/b/), silent /b/); c: (/si/, /k/, /tʃ/, /z/, silent /c/); d: (/d/), silent /d/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the them. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.4.L1. Students can get ready for the listening/watching-comprehension process for the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” carefully. ENG.6.4.L2. Students can bring information about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” together through significant details and main components while listening (to)/watching it. ENG.6.4.L3. Students can make meaning of/derive meaning from the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” through significant details by listening (to)/watching it carefully. ENG.6.4.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.P1. Students can select and use the target phonological elements of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others. ENG.6.4.R1. Students can get ready for the reading-comprehension process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.R2. Students can bring information about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.4.R3. Students can make meaning of / derive meaning from the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” by reading it carefully. ENG.6.4.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” in relation to themselves or others, both individually and/or with others. ENG.6.4.V1. Students can select and use the target vocabulary of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.4.G1. Students can select and use the target grammatical elements of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.4.W1. Students can get ready for the writing-expression process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.W2. Students can understand the model/example for the writing task about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.W3. Students can organise a content for the assigned writing task on the current content “family life and home with relationships, problems, and solutions in the family; different families and family houses” based on the model/example provided. ENG.6.4.W4. Students can individually construct/form content for the assigned writing task on the current content “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people. ENG.6.4.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” in relation to themselves or others, both individually and/or with others. ENG.6.4.S1. Students can get ready for speaking-expression process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.S2. Students can use the model/example for producing verbal content about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”. ENG.6.4.S3. Students can organise a new verbal content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” by speaking accurately, efficiently, and authentically. ENG.6.4.S4. Students can construct a new verbal content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” by speaking accurately, efficiently, and authentically. ENG.6.4.S5. Students can reorganise (reconstruct) and use information about the “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people. ENG.6.4.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people 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.6.4.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “family life and home” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.4.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.4.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.4.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.4.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.4.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.4.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.4.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.4.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.4.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.4.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.4.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.4.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.4.W3 a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.4.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.4.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.4.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.4.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.4.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.4.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.4.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.4.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.4.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V2. Family Integrity, V4. Friendship, V6. Honesty, V7. Aesthetics, V8. Privacy, V9. Compassion, V10. Modesty, V12. Patience, 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, 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;">8</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, CITY & SOCIAL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: Different lifestyles in the city and rural areas; sports events in the city and rural areas Target vocabulary in use (with revisional vocabulary): Vocabulary for different lifestyles in the city and rural areas: Nouns: A boost, a citizen, a civilisation, capacity, a delivery, diversity, a resort, a zone, wildlife, a downtown, an occupation, an opera, a territory, freedom, wealth, transportation, an urban, a suburb. Verbs: To decrease, to boost. Vocabulary for rural areas: Nouns: Agriculture, cornfield, crop, food chain, greenhouse, pesticide, straw, sunflower, vet, wheat. Adjectives: Genetically modified, organic, civil, industrial, regional, rural, downtown, distinct, nearby, sufficient, distant, domestic, automatic, sustainable, extensive, useless. Adverbs: Downtown. Vocabulary for sports events in the city and rural areas: Nouns: Aerobics, an attachment, an administration, an attempt, a biker, bungee jumping, a league, a championship, marathon, a motor racing, an obstacle, a semi-final, a spectator, a register, a sponsorship, a spokesperson, a stroke, a tournament, a victory, weightlifting. Verbs: To modify, to attempt, to eliminate, to approach. Adjectives: Dynamic, satisfied, random, spectacular, regional, sporting, amusing, enthusiastic(enthusiastic), junior, senior. Target Grammatical Structures in Use: -Simple Future Tense versus Be Going to Future Tense: (The athletes will be happy when they see their fans’ support tomorrow. The team is going to participate in a championship next month.). -Connecting Words Expressing “Cause, Effect, and Contrast” (so, which, until, why, while, when, as, before, after, until, as long as, whenever, whereas, but, by the time, etc.): (Until the weather improves, farmers cannot begin planting their cornfield). Functions of the Grammatical Structures in Use: -Use of the “Be Going to Future Tense versus the Simple Future Tense”: Discriminating future plans, predictions, and planned actions from unplanned actions and spontaneous decisions. -Use of Connecting Words Expressing Cause, Effect, and Contrast (so, which, until, why, while, when, as, before, after, until, as long as, whenever, whereas, but, by the time, etc.): Expressing cause and effect, contrast between the ideas about life and social life in the neighbourhood, city and rural areas. Target Social Language in Use: I can’t go out today, I’m broke! Do you fancy a cup of coffee in a café? The walk to the shopping centre felt like a country mile! She’s a down-to-earth person although she lives in a big city now! Target Phonological Sounds in Use: Vowel: i Consonants: f, g, h, j, k Vowels: i: (/aı/, /ı/, /i:/) Consonants: f: (/f/); g: (/g/, /dʒ/, silent /g/); h: (/h/), silent /h/); j: (/dʒeɪ/, /dʒ/), k: (/k/, silent /k/). *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.5.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” carefully. ENG.6.5.L2. Students can bring information about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” together through significant details and main components while listening (to)/ watching it. ENG.6.5.L3. Students can make meaning of/derive meaning from the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” through significant details by listening (to)/watching it carefully. ENG.6.5.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.P1. Students can select and use the target phonological elements of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.5.R1. Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.R2. Students can bring information about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.5.R3. Students can make meaning of / derive meaning from the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by reading it carefully. ENG.6.5.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading comprehension process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” in relation to themselves or others, both individually and/or with others. ENG.6.5.V1. Students can select and use the target vocabulary of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.5.G1. Students can select and use the target grammatical elements of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. analysing, and thinking about their rules. ENG.6.5.W1. Students can get ready for the writing-expression process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.W2. Students can understand the model/example for the writing task about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.W3. Students can organise a content for the assigned writing task on the current content “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” based on the model/example provided. ENG.6.5.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people. ENG.6.5.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing- expression process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas in relation to themselves or others, both individually and/or with others. ENG.6.5.S1. Students can get ready for speaking-expression process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.S2. Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” ENG.6.5.S3. Students can organise a new verbal content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by speaking accurately, efficiently, and authentically. ENG.6.5.S4. Students can construct a new verbal content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by speaking accurately, efficiently, and authentically. ENG.6.5.S5. Students can reorganise (reconstruct) and use information about the “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people. ENG.6.5.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people 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.6.5.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “life in the neighbourhood, city and social life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.5.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.5.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.5.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.5.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when theyare heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.5.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.5.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.5.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.5.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.5.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.5.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.5.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.5.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.5.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.5.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.5.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.5.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.5.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.5.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.5.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.5.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.5.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.5.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, 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, 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;"> 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;">8</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, CITY & SOCIAL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: Different lifestyles in the city and rural areas; sports events in the city and rural areas Target vocabulary in use (with revisional vocabulary): Vocabulary for different lifestyles in the city and rural areas: Nouns: A boost, a citizen, a civilisation, capacity, a delivery, diversity, a resort, a zone, wildlife, a downtown, an occupation, an opera, a territory, freedom, wealth, transportation, an urban, a suburb. Verbs: To decrease, to boost. Vocabulary for rural areas: Nouns: Agriculture, cornfield, crop, food chain, greenhouse, pesticide, straw, sunflower, vet, wheat. Adjectives: Genetically modified, organic, civil, industrial, regional, rural, downtown, distinct, nearby, sufficient, distant, domestic, automatic, sustainable, extensive, useless. Adverbs: Downtown. Vocabulary for sports events in the city and rural areas: Nouns: Aerobics, an attachment, an administration, an attempt, a biker, bungee jumping, a league, a championship, marathon, a motor racing, an obstacle, a semi-final, a spectator, a register, a sponsorship, a spokesperson, a stroke, a tournament, a victory, weightlifting. Verbs: To modify, to attempt, to eliminate, to approach. Adjectives: Dynamic, satisfied, random, spectacular, regional, sporting, amusing, enthusiastic(enthusiastic), junior, senior. Target Grammatical Structures in Use: -Simple Future Tense versus Be Going to Future Tense: (The athletes will be happy when they see their fans’ support tomorrow. The team is going to participate in a championship next month.). -Connecting Words Expressing “Cause, Effect, and Contrast” (so, which, until, why, while, when, as, before, after, until, as long as, whenever, whereas, but, by the time, etc.): (Until the weather improves, farmers cannot begin planting their cornfield). Functions of the Grammatical Structures in Use: -Use of the “Be Going to Future Tense versus the Simple Future Tense”: Discriminating future plans, predictions, and planned actions from unplanned actions and spontaneous decisions. -Use of Connecting Words Expressing Cause, Effect, and Contrast (so, which, until, why, while, when, as, before, after, until, as long as, whenever, whereas, but, by the time, etc.): Expressing cause and effect, contrast between the ideas about life and social life in the neighbourhood, city and rural areas. Target Social Language in Use: I can’t go out today, I’m broke! Do you fancy a cup of coffee in a café? The walk to the shopping centre felt like a country mile! She’s a down-to-earth person although she lives in a big city now! Target Phonological Sounds in Use: Vowel: i Consonants: f, g, h, j, k Vowels: i: (/aı/, /ı/, /i:/) Consonants: f: (/f/); g: (/g/, /dʒ/, silent /g/); h: (/h/), silent /h/); j: (/dʒeɪ/, /dʒ/), k: (/k/, silent /k/). *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.5.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” carefully. ENG.6.5.L2. Students can bring information about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” together through significant details and main components while listening (to)/ watching it. ENG.6.5.L3. Students can make meaning of/derive meaning from the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” through significant details by listening (to)/watching it carefully. ENG.6.5.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.P1. Students can select and use the target phonological elements of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.5.R1. Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.R2. Students can bring information about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.5.R3. Students can make meaning of / derive meaning from the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by reading it carefully. ENG.6.5.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading comprehension process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” in relation to themselves or others, both individually and/or with others. ENG.6.5.V1. Students can select and use the target vocabulary of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.5.G1. Students can select and use the target grammatical elements of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. analysing, and thinking about their rules. ENG.6.5.W1. Students can get ready for the writing-expression process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.W2. Students can understand the model/example for the writing task about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.W3. Students can organise a content for the assigned writing task on the current content “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” based on the model/example provided. ENG.6.5.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people. ENG.6.5.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing- expression process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas in relation to themselves or others, both individually and/or with others. ENG.6.5.S1. Students can get ready for speaking-expression process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.S2. Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” ENG.6.5.S3. Students can organise a new verbal content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by speaking accurately, efficiently, and authentically. ENG.6.5.S4. Students can construct a new verbal content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by speaking accurately, efficiently, and authentically. ENG.6.5.S5. Students can reorganise (reconstruct) and use information about the “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people. ENG.6.5.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people 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.6.5.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “life in the neighbourhood, city and social life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.5.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.5.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.5.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.5.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when theyare heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.5.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.5.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.5.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.5.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.5.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.5.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.5.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.5.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.5.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.5.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.5.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.5.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.5.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.5.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.5.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.5.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.5.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.5.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, 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, 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;"> 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;">8</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, CITY & SOCIAL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: Different lifestyles in the city and rural areas; sports events in the city and rural areas Target vocabulary in use (with revisional vocabulary): Vocabulary for different lifestyles in the city and rural areas: Nouns: A boost, a citizen, a civilisation, capacity, a delivery, diversity, a resort, a zone, wildlife, a downtown, an occupation, an opera, a territory, freedom, wealth, transportation, an urban, a suburb. Verbs: To decrease, to boost. Vocabulary for rural areas: Nouns: Agriculture, cornfield, crop, food chain, greenhouse, pesticide, straw, sunflower, vet, wheat. Adjectives: Genetically modified, organic, civil, industrial, regional, rural, downtown, distinct, nearby, sufficient, distant, domestic, automatic, sustainable, extensive, useless. Adverbs: Downtown. Vocabulary for sports events in the city and rural areas: Nouns: Aerobics, an attachment, an administration, an attempt, a biker, bungee jumping, a league, a championship, marathon, a motor racing, an obstacle, a semi-final, a spectator, a register, a sponsorship, a spokesperson, a stroke, a tournament, a victory, weightlifting. Verbs: To modify, to attempt, to eliminate, to approach. Adjectives: Dynamic, satisfied, random, spectacular, regional, sporting, amusing, enthusiastic(enthusiastic), junior, senior. Target Grammatical Structures in Use: -Simple Future Tense versus Be Going to Future Tense: (The athletes will be happy when they see their fans’ support tomorrow. The team is going to participate in a championship next month.). -Connecting Words Expressing “Cause, Effect, and Contrast” (so, which, until, why, while, when, as, before, after, until, as long as, whenever, whereas, but, by the time, etc.): (Until the weather improves, farmers cannot begin planting their cornfield). Functions of the Grammatical Structures in Use: -Use of the “Be Going to Future Tense versus the Simple Future Tense”: Discriminating future plans, predictions, and planned actions from unplanned actions and spontaneous decisions. -Use of Connecting Words Expressing Cause, Effect, and Contrast (so, which, until, why, while, when, as, before, after, until, as long as, whenever, whereas, but, by the time, etc.): Expressing cause and effect, contrast between the ideas about life and social life in the neighbourhood, city and rural areas. Target Social Language in Use: I can’t go out today, I’m broke! Do you fancy a cup of coffee in a café? The walk to the shopping centre felt like a country mile! She’s a down-to-earth person although she lives in a big city now! Target Phonological Sounds in Use: Vowel: i Consonants: f, g, h, j, k Vowels: i: (/aı/, /ı/, /i:/) Consonants: f: (/f/); g: (/g/, /dʒ/, silent /g/); h: (/h/), silent /h/); j: (/dʒeɪ/, /dʒ/), k: (/k/, silent /k/). *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.5.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” carefully. ENG.6.5.L2. Students can bring information about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” together through significant details and main components while listening (to)/ watching it. ENG.6.5.L3. Students can make meaning of/derive meaning from the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” through significant details by listening (to)/watching it carefully. ENG.6.5.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.P1. Students can select and use the target phonological elements of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.5.R1. Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.R2. Students can bring information about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.5.R3. Students can make meaning of / derive meaning from the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by reading it carefully. ENG.6.5.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading comprehension process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” in relation to themselves or others, both individually and/or with others. ENG.6.5.V1. Students can select and use the target vocabulary of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.5.G1. Students can select and use the target grammatical elements of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. analysing, and thinking about their rules. ENG.6.5.W1. Students can get ready for the writing-expression process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.W2. Students can understand the model/example for the writing task about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.W3. Students can organise a content for the assigned writing task on the current content “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” based on the model/example provided. ENG.6.5.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people. ENG.6.5.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing- expression process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas in relation to themselves or others, both individually and/or with others. ENG.6.5.S1. Students can get ready for speaking-expression process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.S2. Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” ENG.6.5.S3. Students can organise a new verbal content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by speaking accurately, efficiently, and authentically. ENG.6.5.S4. Students can construct a new verbal content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by speaking accurately, efficiently, and authentically. ENG.6.5.S5. Students can reorganise (reconstruct) and use information about the “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people. ENG.6.5.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people 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.6.5.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “life in the neighbourhood, city and social life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.5.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.5.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.5.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.5.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when theyare heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.5.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.5.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.5.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.5.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.5.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.5.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.5.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.5.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.5.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.5.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.5.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.5.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.5.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.5.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.5.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.5.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.5.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.5.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, 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, 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;"> 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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SECOND MIDTERM BREAK : 16-20 March</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SECOND MIDTERM BREAK : 16-20 March </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SECOND MIDTERM BREAK : 16-20 March</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SECOND MIDTERM BREAK : 16-20 March</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SECOND MIDTERM BREAK : 16-20 March </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SECOND MIDTERM BREAK : 16-20 March </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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EID-AL-FITR : 19-20-21-22 March THEME 5 LIFE IN THE NEIGHBOURHOOD, CITY & SOCIAL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EID-AL-FITR : 19-20-21-22 March Sub-themes: Different lifestyles in the city and rural areas; sports events in the city and rural areas Target vocabulary in use (with revisional vocabulary): Vocabulary for different lifestyles in the city and rural areas: Nouns: A boost, a citizen, a civilisation, capacity, a delivery, diversity, a resort, a zone, wildlife, a downtown, an occupation, an opera, a territory, freedom, wealth, transportation, an urban, a suburb. Verbs: To decrease, to boost. Vocabulary for rural areas: Nouns: Agriculture, cornfield, crop, food chain, greenhouse, pesticide, straw, sunflower, vet, wheat. Adjectives: Genetically modified, organic, civil, industrial, regional, rural, downtown, distinct, nearby, sufficient, distant, domestic, automatic, sustainable, extensive, useless. Adverbs: Downtown. Vocabulary for sports events in the city and rural areas: Nouns: Aerobics, an attachment, an administration, an attempt, a biker, bungee jumping, a league, a championship, marathon, a motor racing, an obstacle, a semi-final, a spectator, a register, a sponsorship, a spokesperson, a stroke, a tournament, a victory, weightlifting. Verbs: To modify, to attempt, to eliminate, to approach. Adjectives: Dynamic, satisfied, random, spectacular, regional, sporting, amusing, enthusiastic(enthusiastic), junior, senior. Target Grammatical Structures in Use: -Simple Future Tense versus Be Going to Future Tense: (The athletes will be happy when they see their fans’ support tomorrow. The team is going to participate in a championship next month.). -Connecting Words Expressing “Cause, Effect, and Contrast” (so, which, until, why, while, when, as, before, after, until, as long as, whenever, whereas, but, by the time, etc.): (Until the weather improves, farmers cannot begin planting their cornfield). Functions of the Grammatical Structures in Use: -Use of the “Be Going to Future Tense versus the Simple Future Tense”: Discriminating future plans, predictions, and planned actions from unplanned actions and spontaneous decisions. -Use of Connecting Words Expressing Cause, Effect, and Contrast (so, which, until, why, while, when, as, before, after, until, as long as, whenever, whereas, but, by the time, etc.): Expressing cause and effect, contrast between the ideas about life and social life in the neighbourhood, city and rural areas. Target Social Language in Use: I can’t go out today, I’m broke! Do you fancy a cup of coffee in a café? The walk to the shopping centre felt like a country mile! She’s a down-to-earth person although she lives in a big city now! Target Phonological Sounds in Use: Vowel: i Consonants: f, g, h, j, k Vowels: i: (/aı/, /ı/, /i:/) Consonants: f: (/f/); g: (/g/, /dʒ/, silent /g/); h: (/h/), silent /h/); j: (/dʒeɪ/, /dʒ/), k: (/k/, silent /k/). *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EID-AL-FITR : 19-20-21-22 March OKUL TEMELLİ PLANLAMA* ENG.6.5.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” carefully. ENG.6.5.L2. Students can bring information about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” together through significant details and main components while listening (to)/ watching it. ENG.6.5.L3. Students can make meaning of/derive meaning from the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” through significant details by listening (to)/watching it carefully. ENG.6.5.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.P1. Students can select and use the target phonological elements of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.5.R1. Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.R2. Students can bring information about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.5.R3. Students can make meaning of / derive meaning from the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by reading it carefully. ENG.6.5.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading comprehension process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” in relation to themselves or others, both individually and/or with others. ENG.6.5.V1. Students can select and use the target vocabulary of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.5.G1. Students can select and use the target grammatical elements of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. analysing, and thinking about their rules. ENG.6.5.W1. Students can get ready for the writing-expression process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.W2. Students can understand the model/example for the writing task about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.W3. Students can organise a content for the assigned writing task on the current content “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” based on the model/example provided. ENG.6.5.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people. ENG.6.5.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing- expression process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas in relation to themselves or others, both individually and/or with others. ENG.6.5.S1. Students can get ready for speaking-expression process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.S2. Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” ENG.6.5.S3. Students can organise a new verbal content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by speaking accurately, efficiently, and authentically. ENG.6.5.S4. Students can construct a new verbal content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by speaking accurately, efficiently, and authentically. ENG.6.5.S5. Students can reorganise (reconstruct) and use information about the “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people. ENG.6.5.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people in relation to themselves or others, both individually and/or with others. ENG.6.5.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” carefully. ENG.6.5.L2. Students can bring information about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” together through significant details and main components while listening (to)/ watching it. ENG.6.5.L3. Students can make meaning of/derive meaning from the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” through significant details by listening (to)/watching it carefully. ENG.6.5.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.P1. Students can select and use the target phonological elements of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.5.R1. Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.R2. Students can bring information about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.5.R3. Students can make meaning of / derive meaning from the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by reading it carefully. ENG.6.5.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading comprehension process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” in relation to themselves or others, both individually and/or with others. ENG.6.5.V1. Students can select and use the target vocabulary of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.5.G1. Students can select and use the target grammatical elements of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. analysing, and thinking about their rules. ENG.6.5.W1. Students can get ready for the writing-expression process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.W2. Students can understand the model/example for the writing task about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.W3. Students can organise a content for the assigned writing task on the current content “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” based on the model/example provided. ENG.6.5.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people. ENG.6.5.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing- expression process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas in relation to themselves or others, both individually and/or with others. ENG.6.5.S1. Students can get ready for speaking-expression process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”. ENG.6.5.S2. Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” ENG.6.5.S3. Students can organise a new verbal content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by speaking accurately, efficiently, and authentically. ENG.6.5.S4. Students can construct a new verbal content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by speaking accurately, efficiently, and authentically. ENG.6.5.S5. Students can reorganise (reconstruct) and use information about the “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people. ENG.6.5.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people 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;">EID-AL-FITR : 19-20-21-22 March ENG.6.5.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “life in the neighbourhood, city and social life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.5.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.5.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.5.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.5.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when theyare heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.5.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.5.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.5.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.5.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.5.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.5.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.5.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.5.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.5.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.5.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.5.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.5.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.5.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.5.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.5.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.5.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.5.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.5.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EID-AL-FITR : 19-20-21-22 March V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, 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;"> EID-AL-FITR : 19-20-21-22 March LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic 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;"> 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;">8</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 & CULTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: Personal habits and routines for food; different local and international food types and cooking styles Target vocabulary in use (and revisional vocabulary): Vocabulary for personal habits and routines for food: Nouns: A bunch, carb, carbohydrate, a cell, a chopstick, a counter, a cuisine, an eating disorder, a fryer, a gramme (gram-AmE), a litre, mineral, a mixer, a mug, nutrition, obesity, a portion, a grocery, a tendency, consumption, a pizzeria, a portion, protein, pudding, roast, a self-service, a server, spoonful, a supper, takeaway, a teaspoon, a toaster, a vitamin, steam. Verbs: To starve, to chop, to flavour, to grill, to heat up, to peel, to reserve. Adjectives: Acceptable, bitter, cheesy, dietary, eat-in, juicy, lean, low-fat, nutritious, organic, pure, self-service, sour, tough, visible. Adverbs: Nowadays, sufficiently. Vocabulary for different local and international food types and cooking styles: Nouns: A bagel, a baguette, baked beans, beefsteak, broccoli, chilli, courgette (zucchini-AmE), crab, cracker, cucumber, dairy, a flavour, fried rice, goat cheese, a gain, herb, a kit, noodle, pastry, popularity, a protein, rice pudding, sour cream, spice, sweetcorn, sweet pepper, sweet potato, veg, vinegar, steam, a spoonful, a usage. Verbs: To gain, to chop, to grill, to peel, to differentiate, to process. Adjectives: Bitter, dairy-free, remarkable, considerable. Lasagne (Italy), croissant (French), taco (Mexican), chicken ramen (Japanese), sweet and sour chicken (Chinese), curry (Indian), falafel (Middle East), pancake (American). Target Grammatical Structures in Use: -Modals for Probability (can, could, may, might): (He can enjoy a bagel every morning). -Could (for Deduction or Speculation): (That sweet potato could be part of a healthy diet). - “Need” for Necessity or for Obligation: (You need to peel cucumbers. You needn’t use sugar). - “Must” versus “Have to”: (She must chop broccoli to make the dish nutritious. We have to reserve a bagel in advance at the cafe). - “Should” for Giving Advice: (You should eat a spoonful of vegetables for good health). - “Must/can’t” for Deduction: (He must be preparing grilled meat because of the barbecue smell). Functions of the Grammatical Structures in Use: -Use of Modals for Probability (can, could, may, might): Expressing possibility or probability. -Use of “Could” for Deduction or Speculation: Expressing deduction or speculation when discussing possibilities or making guesses. -Use of “need” for Necessity or Obligation: Indicating something that is required or essential. -Use of “Must” vs “Have to”: Expressing the difference between the source of necessity or obligation such as internal or external. -Use of “Should” for Giving Advice: Giving adviceor making recommendations. -Use of “must/can’t” for Deduction: Indicating a logical certainty or a logical impossibility. Target Social Language in Use: Pasta is my have-a go-to recipe! A key to a good stew is slow cooking it for hours! I’ll whip up a quick salad for dinner! Cooking is my mum’s bread and butter! Target Phonological Sounds in Use: l, m, n, (ng), o, p Vowel: Vowel: o: (/əʊ/, /ɒ/, /əʊ/) Consonants: l: (/ɛl/ /l/, silent /l/); m; (/ɛm/, /m/); n: (/ɛn/, /n/, silent /n/); ng: (/ng/); p: (piː//p/, silent /p/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.6.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” carefully. ENG.6.6.L2. Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” together through significant details and main components while listening (to)/watching it. ENG.6.6.L3. Students can make meaning of/derive meaning from the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through significant details by listening (to)/watching it carefully. ENG.6.6.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” ENG.6.6.P1. Students can select and use the target phonological elements of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.6.R1. Students can get ready for the reading-comprehension process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”. ENG.6.6.R2. Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.6.R3. Students can make meaning of / derive meaning from the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by reading it carefully. ENG.6.6.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” in relation to themselves or others, both individually and/or with others. ENG.6.6.V1. Students can select and use the target vocabulary of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.6.G1. Students can select and use the target grammatical elements of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.6.W1. Students can get ready for the writing-expression process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”. ENG.6.6.W2. Students can understand the model/example for the writing task about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”. ENG.6.6.W3. Students can organise a content for the assigned writing task on the current content “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” based on the model/example provided. ENG.6.6.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”. ENG.6.6.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people. ENG.6.6.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” in relation to themselves or others, both individually and/or with others. ENG.6.6.S1. Students can get ready for speaking-expression process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”. ENG.6.6.S2. Students can use the model/example for producing verbal content about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”. ENG.6.6.S3. Students can organise a new verbal content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by speaking accurately, efficiently, and authentically. ENG.6.6.S4. Students can construct a new verbal content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by speaking accurately, efficiently, and authentically. ENG.6.6.S5. Students can reorganise (reconstruct) and use information about the “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people. ENG.6.6.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people 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.6.6.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “life in the world and culture” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.6.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.6.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.6.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.6.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.6.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.6.R2 a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.6.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.6.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.6.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.6.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the useof target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.6.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.6.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.6.6.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.6.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.6.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.6.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.6.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.6.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.6.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.6.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.6.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.6.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V15. Love and Affection, 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, 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;">8</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 & CULTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: Personal habits and routines for food; different local and international food types and cooking styles Target vocabulary in use (and revisional vocabulary): Vocabulary for personal habits and routines for food: Nouns: A bunch, carb, carbohydrate, a cell, a chopstick, a counter, a cuisine, an eating disorder, a fryer, a gramme (gram-AmE), a litre, mineral, a mixer, a mug, nutrition, obesity, a portion, a grocery, a tendency, consumption, a pizzeria, a portion, protein, pudding, roast, a self-service, a server, spoonful, a supper, takeaway, a teaspoon, a toaster, a vitamin, steam. Verbs: To starve, to chop, to flavour, to grill, to heat up, to peel, to reserve. Adjectives: Acceptable, bitter, cheesy, dietary, eat-in, juicy, lean, low-fat, nutritious, organic, pure, self-service, sour, tough, visible. Adverbs: Nowadays, sufficiently. Vocabulary for different local and international food types and cooking styles: Nouns: A bagel, a baguette, baked beans, beefsteak, broccoli, chilli, courgette (zucchini-AmE), crab, cracker, cucumber, dairy, a flavour, fried rice, goat cheese, a gain, herb, a kit, noodle, pastry, popularity, a protein, rice pudding, sour cream, spice, sweetcorn, sweet pepper, sweet potato, veg, vinegar, steam, a spoonful, a usage. Verbs: To gain, to chop, to grill, to peel, to differentiate, to process. Adjectives: Bitter, dairy-free, remarkable, considerable. Lasagne (Italy), croissant (French), taco (Mexican), chicken ramen (Japanese), sweet and sour chicken (Chinese), curry (Indian), falafel (Middle East), pancake (American). Target Grammatical Structures in Use: -Modals for Probability (can, could, may, might): (He can enjoy a bagel every morning). -Could (for Deduction or Speculation): (That sweet potato could be part of a healthy diet). - “Need” for Necessity or for Obligation: (You need to peel cucumbers. You needn’t use sugar). - “Must” versus “Have to”: (She must chop broccoli to make the dish nutritious. We have to reserve a bagel in advance at the cafe). - “Should” for Giving Advice: (You should eat a spoonful of vegetables for good health). - “Must/can’t” for Deduction: (He must be preparing grilled meat because of the barbecue smell). Functions of the Grammatical Structures in Use: -Use of Modals for Probability (can, could, may, might): Expressing possibility or probability. -Use of “Could” for Deduction or Speculation: Expressing deduction or speculation when discussing possibilities or making guesses. -Use of “need” for Necessity or Obligation: Indicating something that is required or essential. -Use of “Must” vs “Have to”: Expressing the difference between the source of necessity or obligation such as internal or external. -Use of “Should” for Giving Advice: Giving adviceor making recommendations. -Use of “must/can’t” for Deduction: Indicating a logical certainty or a logical impossibility. Target Social Language in Use: Pasta is my have-a go-to recipe! A key to a good stew is slow cooking it for hours! I’ll whip up a quick salad for dinner! Cooking is my mum’s bread and butter! Target Phonological Sounds in Use: l, m, n, (ng), o, p Vowel: Vowel: o: (/əʊ/, /ɒ/, /əʊ/) Consonants: l: (/ɛl/ /l/, silent /l/); m; (/ɛm/, /m/); n: (/ɛn/, /n/, silent /n/); ng: (/ng/); p: (piː//p/, silent /p/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.6.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” carefully. ENG.6.6.L2. Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” together through significant details and main components while listening (to)/watching it. ENG.6.6.L3. Students can make meaning of/derive meaning from the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through significant details by listening (to)/watching it carefully. ENG.6.6.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” ENG.6.6.P1. Students can select and use the target phonological elements of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.6.R1. Students can get ready for the reading-comprehension process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”. ENG.6.6.R2. Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.6.R3. Students can make meaning of / derive meaning from the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by reading it carefully. ENG.6.6.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” in relation to themselves or others, both individually and/or with others. ENG.6.6.V1. Students can select and use the target vocabulary of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.6.G1. Students can select and use the target grammatical elements of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.6.W1. Students can get ready for the writing-expression process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”. ENG.6.6.W2. Students can understand the model/example for the writing task about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”. ENG.6.6.W3. Students can organise a content for the assigned writing task on the current content “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” based on the model/example provided. ENG.6.6.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”. ENG.6.6.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people. ENG.6.6.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” in relation to themselves or others, both individually and/or with others. ENG.6.6.S1. Students can get ready for speaking-expression process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”. ENG.6.6.S2. Students can use the model/example for producing verbal content about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”. ENG.6.6.S3. Students can organise a new verbal content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by speaking accurately, efficiently, and authentically. ENG.6.6.S4. Students can construct a new verbal content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by speaking accurately, efficiently, and authentically. ENG.6.6.S5. Students can reorganise (reconstruct) and use information about the “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people. ENG.6.6.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people 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.6.6.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “life in the world and culture” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.6.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.6.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.6.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.6.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.6.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.6.R2 a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.6.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.6.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.6.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.6.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the useof target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.6.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.6.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.6.6.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.6.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.6.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.6.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.6.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.6.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.6.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.6.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.6.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.6.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V15. Love and Affection, 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, 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;">8</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 & CULTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: Personal habits and routines for food; different local and international food types and cooking styles Target vocabulary in use (and revisional vocabulary): Vocabulary for personal habits and routines for food: Nouns: A bunch, carb, carbohydrate, a cell, a chopstick, a counter, a cuisine, an eating disorder, a fryer, a gramme (gram-AmE), a litre, mineral, a mixer, a mug, nutrition, obesity, a portion, a grocery, a tendency, consumption, a pizzeria, a portion, protein, pudding, roast, a self-service, a server, spoonful, a supper, takeaway, a teaspoon, a toaster, a vitamin, steam. Verbs: To starve, to chop, to flavour, to grill, to heat up, to peel, to reserve. Adjectives: Acceptable, bitter, cheesy, dietary, eat-in, juicy, lean, low-fat, nutritious, organic, pure, self-service, sour, tough, visible. Adverbs: Nowadays, sufficiently. Vocabulary for different local and international food types and cooking styles: Nouns: A bagel, a baguette, baked beans, beefsteak, broccoli, chilli, courgette (zucchini-AmE), crab, cracker, cucumber, dairy, a flavour, fried rice, goat cheese, a gain, herb, a kit, noodle, pastry, popularity, a protein, rice pudding, sour cream, spice, sweetcorn, sweet pepper, sweet potato, veg, vinegar, steam, a spoonful, a usage. Verbs: To gain, to chop, to grill, to peel, to differentiate, to process. Adjectives: Bitter, dairy-free, remarkable, considerable. Lasagne (Italy), croissant (French), taco (Mexican), chicken ramen (Japanese), sweet and sour chicken (Chinese), curry (Indian), falafel (Middle East), pancake (American). Target Grammatical Structures in Use: -Modals for Probability (can, could, may, might): (He can enjoy a bagel every morning). -Could (for Deduction or Speculation): (That sweet potato could be part of a healthy diet). - “Need” for Necessity or for Obligation: (You need to peel cucumbers. You needn’t use sugar). - “Must” versus “Have to”: (She must chop broccoli to make the dish nutritious. We have to reserve a bagel in advance at the cafe). - “Should” for Giving Advice: (You should eat a spoonful of vegetables for good health). - “Must/can’t” for Deduction: (He must be preparing grilled meat because of the barbecue smell). Functions of the Grammatical Structures in Use: -Use of Modals for Probability (can, could, may, might): Expressing possibility or probability. -Use of “Could” for Deduction or Speculation: Expressing deduction or speculation when discussing possibilities or making guesses. -Use of “need” for Necessity or Obligation: Indicating something that is required or essential. -Use of “Must” vs “Have to”: Expressing the difference between the source of necessity or obligation such as internal or external. -Use of “Should” for Giving Advice: Giving adviceor making recommendations. -Use of “must/can’t” for Deduction: Indicating a logical certainty or a logical impossibility. Target Social Language in Use: Pasta is my have-a go-to recipe! A key to a good stew is slow cooking it for hours! I’ll whip up a quick salad for dinner! Cooking is my mum’s bread and butter! Target Phonological Sounds in Use: l, m, n, (ng), o, p Vowel: Vowel: o: (/əʊ/, /ɒ/, /əʊ/) Consonants: l: (/ɛl/ /l/, silent /l/); m; (/ɛm/, /m/); n: (/ɛn/, /n/, silent /n/); ng: (/ng/); p: (piː//p/, silent /p/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.6.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” carefully. ENG.6.6.L2. Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” together through significant details and main components while listening (to)/watching it. ENG.6.6.L3. Students can make meaning of/derive meaning from the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through significant details by listening (to)/watching it carefully. ENG.6.6.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” ENG.6.6.P1. Students can select and use the target phonological elements of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.6.R1. Students can get ready for the reading-comprehension process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”. ENG.6.6.R2. Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.6.R3. Students can make meaning of / derive meaning from the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by reading it carefully. ENG.6.6.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” in relation to themselves or others, both individually and/or with others. ENG.6.6.V1. Students can select and use the target vocabulary of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.6.G1. Students can select and use the target grammatical elements of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.6.W1. Students can get ready for the writing-expression process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”. ENG.6.6.W2. Students can understand the model/example for the writing task about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”. ENG.6.6.W3. Students can organise a content for the assigned writing task on the current content “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” based on the model/example provided. ENG.6.6.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”. ENG.6.6.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people. ENG.6.6.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” in relation to themselves or others, both individually and/or with others. ENG.6.6.S1. Students can get ready for speaking-expression process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”. ENG.6.6.S2. Students can use the model/example for producing verbal content about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”. ENG.6.6.S3. Students can organise a new verbal content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by speaking accurately, efficiently, and authentically. ENG.6.6.S4. Students can construct a new verbal content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by speaking accurately, efficiently, and authentically. ENG.6.6.S5. Students can reorganise (reconstruct) and use information about the “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people. ENG.6.6.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people 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.6.6.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “life in the world and culture” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.6.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.6.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.6.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.6.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.6.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.6.R2 a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.6.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.6.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.6.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.6.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the useof target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.6.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.6.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.6.6.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.6.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.6.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.6.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.6.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.6.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.6.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.6.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.6.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.6.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V15. Love and Affection, 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, 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;">8</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 & CULTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: Personal habits and routines for food; different local and international food types and cooking styles Target vocabulary in use (and revisional vocabulary): Vocabulary for personal habits and routines for food: Nouns: A bunch, carb, carbohydrate, a cell, a chopstick, a counter, a cuisine, an eating disorder, a fryer, a gramme (gram-AmE), a litre, mineral, a mixer, a mug, nutrition, obesity, a portion, a grocery, a tendency, consumption, a pizzeria, a portion, protein, pudding, roast, a self-service, a server, spoonful, a supper, takeaway, a teaspoon, a toaster, a vitamin, steam. Verbs: To starve, to chop, to flavour, to grill, to heat up, to peel, to reserve. Adjectives: Acceptable, bitter, cheesy, dietary, eat-in, juicy, lean, low-fat, nutritious, organic, pure, self-service, sour, tough, visible. Adverbs: Nowadays, sufficiently. Vocabulary for different local and international food types and cooking styles: Nouns: A bagel, a baguette, baked beans, beefsteak, broccoli, chilli, courgette (zucchini-AmE), crab, cracker, cucumber, dairy, a flavour, fried rice, goat cheese, a gain, herb, a kit, noodle, pastry, popularity, a protein, rice pudding, sour cream, spice, sweetcorn, sweet pepper, sweet potato, veg, vinegar, steam, a spoonful, a usage. Verbs: To gain, to chop, to grill, to peel, to differentiate, to process. Adjectives: Bitter, dairy-free, remarkable, considerable. Lasagne (Italy), croissant (French), taco (Mexican), chicken ramen (Japanese), sweet and sour chicken (Chinese), curry (Indian), falafel (Middle East), pancake (American). Target Grammatical Structures in Use: -Modals for Probability (can, could, may, might): (He can enjoy a bagel every morning). -Could (for Deduction or Speculation): (That sweet potato could be part of a healthy diet). - “Need” for Necessity or for Obligation: (You need to peel cucumbers. You needn’t use sugar). - “Must” versus “Have to”: (She must chop broccoli to make the dish nutritious. We have to reserve a bagel in advance at the cafe). - “Should” for Giving Advice: (You should eat a spoonful of vegetables for good health). - “Must/can’t” for Deduction: (He must be preparing grilled meat because of the barbecue smell). Functions of the Grammatical Structures in Use: -Use of Modals for Probability (can, could, may, might): Expressing possibility or probability. -Use of “Could” for Deduction or Speculation: Expressing deduction or speculation when discussing possibilities or making guesses. -Use of “need” for Necessity or Obligation: Indicating something that is required or essential. -Use of “Must” vs “Have to”: Expressing the difference between the source of necessity or obligation such as internal or external. -Use of “Should” for Giving Advice: Giving adviceor making recommendations. -Use of “must/can’t” for Deduction: Indicating a logical certainty or a logical impossibility. Target Social Language in Use: Pasta is my have-a go-to recipe! A key to a good stew is slow cooking it for hours! I’ll whip up a quick salad for dinner! Cooking is my mum’s bread and butter! Target Phonological Sounds in Use: l, m, n, (ng), o, p Vowel: Vowel: o: (/əʊ/, /ɒ/, /əʊ/) Consonants: l: (/ɛl/ /l/, silent /l/); m; (/ɛm/, /m/); n: (/ɛn/, /n/, silent /n/); ng: (/ng/); p: (piː//p/, silent /p/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.6.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” carefully. ENG.6.6.L2. Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” together through significant details and main components while listening (to)/watching it. ENG.6.6.L3. Students can make meaning of/derive meaning from the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through significant details by listening (to)/watching it carefully. ENG.6.6.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” ENG.6.6.P1. Students can select and use the target phonological elements of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.6.R1. Students can get ready for the reading-comprehension process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”. ENG.6.6.R2. Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.6.R3. Students can make meaning of / derive meaning from the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by reading it carefully. ENG.6.6.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” in relation to themselves or others, both individually and/or with others. ENG.6.6.V1. Students can select and use the target vocabulary of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.6.G1. Students can select and use the target grammatical elements of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.6.W1. Students can get ready for the writing-expression process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”. ENG.6.6.W2. Students can understand the model/example for the writing task about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”. ENG.6.6.W3. Students can organise a content for the assigned writing task on the current content “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” based on the model/example provided. ENG.6.6.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”. ENG.6.6.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people. ENG.6.6.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” in relation to themselves or others, both individually and/or with others. ENG.6.6.S1. Students can get ready for speaking-expression process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”. ENG.6.6.S2. Students can use the model/example for producing verbal content about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”. ENG.6.6.S3. Students can organise a new verbal content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by speaking accurately, efficiently, and authentically. ENG.6.6.S4. Students can construct a new verbal content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by speaking accurately, efficiently, and authentically. ENG.6.6.S5. Students can reorganise (reconstruct) and use information about the “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people. ENG.6.6.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people 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.6.6.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “life in the world and culture” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.6.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.6.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.6.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.6.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.6.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.6.R2 a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.6.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.6.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.6.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.6.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the useof target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.6.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.6.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.6.6.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.6.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.6.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.6.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.6.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.6.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.6.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.6.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.6.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.6.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V15. Love and Affection, 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, 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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 7 LIFE IN NATURE & GLOBAL PROBLEMS</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: Natural disasters and their harms on animals and nature; natural disasters and their harms on humans Target Vocabulary in Use (with revisional vocabulary): Vocabulary for natural disasters and their harms on animals and nature: Nouns: Alternative fuel, biofuel, biome, blizzard, a contaminant, carbon, carbon dioxide, carbon footprint, a clean-up, a climate crisis, climate strike, a conservation area, consumption, destruction, deforestation, drought, ecology, ecosystem, emergency services, erosion, an eruption, energy-saving, an environmentalist, a flame, floodwater, fossil fuel, a green belt, greenhouse gas, a landfill, a landslide, lava, oxygen, polluter, protection, a reserve, a rig, a slide, species, a shock, a tank, thunderstorm, tsunami, typhoon, a wound. Verbs: To collapse, to dig, to disturb, to dump, to erupt, to generate, to melt, to reserve, to slide, to wound, to starve, to shock. Adjectives: Absolute, adequate, apparent, eco-friendly, harmful, hydroelectric, nonrenewable, universal, urgent, solar, sustainable, volcanic. Vocabulary for natural disasters and their harms on humans: Nouns: A lung, a rescue, a rescuer, a shelter, a soul, a threat, climate change, a tsunami, a cyclone (tornado, hurricane-AmE), an avalanche, a landslide, displacement, shock, homelessness, a survivor, a tragedy, famine, immigration, a refugee, a human right. Verbs: To harm, to maintain, to rescue, to arise, to urge, to starve, to emigrate. Adjectives: Alarmed, at-risk, catastrophic, deadly, desperate, harmless, homeless, high-risk, low-risk, risky, severe, uninhabitable, destructive. Target Grammatical Structures in Use: -Relative Pronouns used with Relative clauses (which, who, that) (defining and non-defining): (The species that live in the rainforest are in danger due to deforestation. The rainforest, which is home to countless species, is being cut down at an alarming rate). Functions of the Grammatical Structures in Use: -Relative Pronouns used with Relative Clauses: (which, who, that) (defining and non-defining): Use of Defining Relative Clauses (which, who, that): Referring to objects or things by providing essential information that identifies them. Use of Non-defining Relative Clauses (which, who, that): Referring to objects or things by adding extra, nonessential information without changing the core meaning of the sentence. *Local Cultural, Social, and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table for this section is provided in the introduction to the whole English Language Curriculum. Target Social Language in Use: It feels like a fish out of water! Planting a tree is just a drop in the ocean! We should all go green and start using less plastic! We’re walking on thin ice by risking the future of our planet! Target Phonological Sounds in Use: q, r, s, t, u Vowel: u: (/juː/, /ʌ/, /juː/, silent /u/). Consonants: q: (/kjuː/, /k/); r: (/ɑː/(Br), silent /r/ (Br), /aɹ/ (AmE), /ɹ/ (AmE), silent /r/ (Br)); s: (/s/, /ɛs/, /z/, silent /s/); t : (/tiː/, /t/, silent /t/). *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.7.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” carefully. ENG.6.7.L2. Students can bring information about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their(to)/watching it. ENG.6.7.L3. Students can make meaning of/derive meaning from the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” through significant details by listening (to)/watching it carefully. ENG.6.7.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.P1. Students can select and use the target phonological elements of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.7.R1. Students can get ready for the reading-comprehension process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.R2. Students can bring information about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.7.R3. Students can make meaning of / derive meaning from the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by reading it carefully. ENG.6.7.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others. ENG.6.7.V1. Students can select and use the target vocabulary of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.7.G1. Students can select and use the target grammatical elements of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.7.W1. Students can get ready for the writing-expression process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.W2. Students can understand the model/example for the writing task about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.W3. Students can organise a content for the assigned writing task on the current content “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” based on the model/example provided. ENG.6.7.W4. Students can individually construct/form content for the assigned writing task on the current content “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people. ENG.6.7.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others. ENG.6.7.S1. Students can get ready for speaking-expression process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.S2. Students can use the model/example for producing verbal content about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.S3. Students can organise a new verbal content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” ENG.6.7.S4. Students can construct a new verbal content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by speaking accurately, efficiently, and authentically. ENG.6.7.S5. Students can reorganise (reconstruct) and use information about the “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people. ENG.6.7.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking expression process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people 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.6.7.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “life in nature and global problems” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.7.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.7.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.7.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.7.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.7.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.7.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.7.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.7.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.7.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.7.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.7.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.7.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.6.7.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.7.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.7.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.7.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.7.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.7.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.7.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.7.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.7.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.7.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V13. Healthy Living, 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, 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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 7 LIFE IN NATURE & GLOBAL PROBLEMS</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: Natural disasters and their harms on animals and nature; natural disasters and their harms on humans Target Vocabulary in Use (with revisional vocabulary): Vocabulary for natural disasters and their harms on animals and nature: Nouns: Alternative fuel, biofuel, biome, blizzard, a contaminant, carbon, carbon dioxide, carbon footprint, a clean-up, a climate crisis, climate strike, a conservation area, consumption, destruction, deforestation, drought, ecology, ecosystem, emergency services, erosion, an eruption, energy-saving, an environmentalist, a flame, floodwater, fossil fuel, a green belt, greenhouse gas, a landfill, a landslide, lava, oxygen, polluter, protection, a reserve, a rig, a slide, species, a shock, a tank, thunderstorm, tsunami, typhoon, a wound. Verbs: To collapse, to dig, to disturb, to dump, to erupt, to generate, to melt, to reserve, to slide, to wound, to starve, to shock. Adjectives: Absolute, adequate, apparent, eco-friendly, harmful, hydroelectric, nonrenewable, universal, urgent, solar, sustainable, volcanic. Vocabulary for natural disasters and their harms on humans: Nouns: A lung, a rescue, a rescuer, a shelter, a soul, a threat, climate change, a tsunami, a cyclone (tornado, hurricane-AmE), an avalanche, a landslide, displacement, shock, homelessness, a survivor, a tragedy, famine, immigration, a refugee, a human right. Verbs: To harm, to maintain, to rescue, to arise, to urge, to starve, to emigrate. Adjectives: Alarmed, at-risk, catastrophic, deadly, desperate, harmless, homeless, high-risk, low-risk, risky, severe, uninhabitable, destructive. Target Grammatical Structures in Use: -Relative Pronouns used with Relative clauses (which, who, that) (defining and non-defining): (The species that live in the rainforest are in danger due to deforestation. The rainforest, which is home to countless species, is being cut down at an alarming rate). Functions of the Grammatical Structures in Use: -Relative Pronouns used with Relative Clauses: (which, who, that) (defining and non-defining): Use of Defining Relative Clauses (which, who, that): Referring to objects or things by providing essential information that identifies them. Use of Non-defining Relative Clauses (which, who, that): Referring to objects or things by adding extra, nonessential information without changing the core meaning of the sentence. *Local Cultural, Social, and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table for this section is provided in the introduction to the whole English Language Curriculum. Target Social Language in Use: It feels like a fish out of water! Planting a tree is just a drop in the ocean! We should all go green and start using less plastic! We’re walking on thin ice by risking the future of our planet! Target Phonological Sounds in Use: q, r, s, t, u Vowel: u: (/juː/, /ʌ/, /juː/, silent /u/). Consonants: q: (/kjuː/, /k/); r: (/ɑː/(Br), silent /r/ (Br), /aɹ/ (AmE), /ɹ/ (AmE), silent /r/ (Br)); s: (/s/, /ɛs/, /z/, silent /s/); t : (/tiː/, /t/, silent /t/). *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.7.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” carefully. ENG.6.7.L2. Students can bring information about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their(to)/watching it. ENG.6.7.L3. Students can make meaning of/derive meaning from the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” through significant details by listening (to)/watching it carefully. ENG.6.7.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.P1. Students can select and use the target phonological elements of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.7.R1. Students can get ready for the reading-comprehension process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.R2. Students can bring information about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.7.R3. Students can make meaning of / derive meaning from the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by reading it carefully. ENG.6.7.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others. ENG.6.7.V1. Students can select and use the target vocabulary of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.7.G1. Students can select and use the target grammatical elements of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.7.W1. Students can get ready for the writing-expression process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.W2. Students can understand the model/example for the writing task about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.W3. Students can organise a content for the assigned writing task on the current content “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” based on the model/example provided. ENG.6.7.W4. Students can individually construct/form content for the assigned writing task on the current content “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people. ENG.6.7.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others. ENG.6.7.S1. Students can get ready for speaking-expression process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.S2. Students can use the model/example for producing verbal content about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.S3. Students can organise a new verbal content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” ENG.6.7.S4. Students can construct a new verbal content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by speaking accurately, efficiently, and authentically. ENG.6.7.S5. Students can reorganise (reconstruct) and use information about the “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people. ENG.6.7.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking expression process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people 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.6.7.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “life in nature and global problems” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.7.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.7.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.7.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.7.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.7.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.7.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.7.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.7.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.7.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.7.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.7.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.7.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.6.7.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.7.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.7.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.7.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.7.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.7.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.7.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.7.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.7.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.7.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V13. Healthy Living, 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, 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;"> 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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 7 LIFE IN NATURE & GLOBAL PROBLEMS</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: Natural disasters and their harms on animals and nature; natural disasters and their harms on humans Target Vocabulary in Use (with revisional vocabulary): Vocabulary for natural disasters and their harms on animals and nature: Nouns: Alternative fuel, biofuel, biome, blizzard, a contaminant, carbon, carbon dioxide, carbon footprint, a clean-up, a climate crisis, climate strike, a conservation area, consumption, destruction, deforestation, drought, ecology, ecosystem, emergency services, erosion, an eruption, energy-saving, an environmentalist, a flame, floodwater, fossil fuel, a green belt, greenhouse gas, a landfill, a landslide, lava, oxygen, polluter, protection, a reserve, a rig, a slide, species, a shock, a tank, thunderstorm, tsunami, typhoon, a wound. Verbs: To collapse, to dig, to disturb, to dump, to erupt, to generate, to melt, to reserve, to slide, to wound, to starve, to shock. Adjectives: Absolute, adequate, apparent, eco-friendly, harmful, hydroelectric, nonrenewable, universal, urgent, solar, sustainable, volcanic. Vocabulary for natural disasters and their harms on humans: Nouns: A lung, a rescue, a rescuer, a shelter, a soul, a threat, climate change, a tsunami, a cyclone (tornado, hurricane-AmE), an avalanche, a landslide, displacement, shock, homelessness, a survivor, a tragedy, famine, immigration, a refugee, a human right. Verbs: To harm, to maintain, to rescue, to arise, to urge, to starve, to emigrate. Adjectives: Alarmed, at-risk, catastrophic, deadly, desperate, harmless, homeless, high-risk, low-risk, risky, severe, uninhabitable, destructive. Target Grammatical Structures in Use: -Relative Pronouns used with Relative clauses (which, who, that) (defining and non-defining): (The species that live in the rainforest are in danger due to deforestation. The rainforest, which is home to countless species, is being cut down at an alarming rate). Functions of the Grammatical Structures in Use: -Relative Pronouns used with Relative Clauses: (which, who, that) (defining and non-defining): Use of Defining Relative Clauses (which, who, that): Referring to objects or things by providing essential information that identifies them. Use of Non-defining Relative Clauses (which, who, that): Referring to objects or things by adding extra, nonessential information without changing the core meaning of the sentence. *Local Cultural, Social, and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table for this section is provided in the introduction to the whole English Language Curriculum. Target Social Language in Use: It feels like a fish out of water! Planting a tree is just a drop in the ocean! We should all go green and start using less plastic! We’re walking on thin ice by risking the future of our planet! Target Phonological Sounds in Use: q, r, s, t, u Vowel: u: (/juː/, /ʌ/, /juː/, silent /u/). Consonants: q: (/kjuː/, /k/); r: (/ɑː/(Br), silent /r/ (Br), /aɹ/ (AmE), /ɹ/ (AmE), silent /r/ (Br)); s: (/s/, /ɛs/, /z/, silent /s/); t : (/tiː/, /t/, silent /t/). *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.7.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” carefully. ENG.6.7.L2. Students can bring information about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their(to)/watching it. ENG.6.7.L3. Students can make meaning of/derive meaning from the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” through significant details by listening (to)/watching it carefully. ENG.6.7.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.P1. Students can select and use the target phonological elements of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.7.R1. Students can get ready for the reading-comprehension process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.R2. Students can bring information about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.7.R3. Students can make meaning of / derive meaning from the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by reading it carefully. ENG.6.7.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others. ENG.6.7.V1. Students can select and use the target vocabulary of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.7.G1. Students can select and use the target grammatical elements of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.7.W1. Students can get ready for the writing-expression process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.W2. Students can understand the model/example for the writing task about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.W3. Students can organise a content for the assigned writing task on the current content “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” based on the model/example provided. ENG.6.7.W4. Students can individually construct/form content for the assigned writing task on the current content “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people. ENG.6.7.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others. ENG.6.7.S1. Students can get ready for speaking-expression process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.S2. Students can use the model/example for producing verbal content about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.S3. Students can organise a new verbal content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” ENG.6.7.S4. Students can construct a new verbal content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by speaking accurately, efficiently, and authentically. ENG.6.7.S5. Students can reorganise (reconstruct) and use information about the “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people. ENG.6.7.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking expression process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people 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.6.7.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “life in nature and global problems” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.7.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.7.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.7.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.7.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.7.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.7.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.7.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.7.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.7.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.7.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.7.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.7.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.6.7.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.7.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.7.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.7.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.7.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.7.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.7.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.7.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.7.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.7.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V13. Healthy Living, 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, 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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 7 LIFE IN NATURE & GLOBAL PROBLEMS</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: Natural disasters and their harms on animals and nature; natural disasters and their harms on humans Target Vocabulary in Use (with revisional vocabulary): Vocabulary for natural disasters and their harms on animals and nature: Nouns: Alternative fuel, biofuel, biome, blizzard, a contaminant, carbon, carbon dioxide, carbon footprint, a clean-up, a climate crisis, climate strike, a conservation area, consumption, destruction, deforestation, drought, ecology, ecosystem, emergency services, erosion, an eruption, energy-saving, an environmentalist, a flame, floodwater, fossil fuel, a green belt, greenhouse gas, a landfill, a landslide, lava, oxygen, polluter, protection, a reserve, a rig, a slide, species, a shock, a tank, thunderstorm, tsunami, typhoon, a wound. Verbs: To collapse, to dig, to disturb, to dump, to erupt, to generate, to melt, to reserve, to slide, to wound, to starve, to shock. Adjectives: Absolute, adequate, apparent, eco-friendly, harmful, hydroelectric, nonrenewable, universal, urgent, solar, sustainable, volcanic. Vocabulary for natural disasters and their harms on humans: Nouns: A lung, a rescue, a rescuer, a shelter, a soul, a threat, climate change, a tsunami, a cyclone (tornado, hurricane-AmE), an avalanche, a landslide, displacement, shock, homelessness, a survivor, a tragedy, famine, immigration, a refugee, a human right. Verbs: To harm, to maintain, to rescue, to arise, to urge, to starve, to emigrate. Adjectives: Alarmed, at-risk, catastrophic, deadly, desperate, harmless, homeless, high-risk, low-risk, risky, severe, uninhabitable, destructive. Target Grammatical Structures in Use: -Relative Pronouns used with Relative clauses (which, who, that) (defining and non-defining): (The species that live in the rainforest are in danger due to deforestation. The rainforest, which is home to countless species, is being cut down at an alarming rate). Functions of the Grammatical Structures in Use: -Relative Pronouns used with Relative Clauses: (which, who, that) (defining and non-defining): Use of Defining Relative Clauses (which, who, that): Referring to objects or things by providing essential information that identifies them. Use of Non-defining Relative Clauses (which, who, that): Referring to objects or things by adding extra, nonessential information without changing the core meaning of the sentence. *Local Cultural, Social, and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table for this section is provided in the introduction to the whole English Language Curriculum. Target Social Language in Use: It feels like a fish out of water! Planting a tree is just a drop in the ocean! We should all go green and start using less plastic! We’re walking on thin ice by risking the future of our planet! Target Phonological Sounds in Use: q, r, s, t, u Vowel: u: (/juː/, /ʌ/, /juː/, silent /u/). Consonants: q: (/kjuː/, /k/); r: (/ɑː/(Br), silent /r/ (Br), /aɹ/ (AmE), /ɹ/ (AmE), silent /r/ (Br)); s: (/s/, /ɛs/, /z/, silent /s/); t : (/tiː/, /t/, silent /t/). *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.7.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” carefully. ENG.6.7.L2. Students can bring information about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their(to)/watching it. ENG.6.7.L3. Students can make meaning of/derive meaning from the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” through significant details by listening (to)/watching it carefully. ENG.6.7.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.P1. Students can select and use the target phonological elements of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.7.R1. Students can get ready for the reading-comprehension process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.R2. Students can bring information about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.7.R3. Students can make meaning of / derive meaning from the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by reading it carefully. ENG.6.7.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others. ENG.6.7.V1. Students can select and use the target vocabulary of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.7.G1. Students can select and use the target grammatical elements of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.7.W1. Students can get ready for the writing-expression process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.W2. Students can understand the model/example for the writing task about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.W3. Students can organise a content for the assigned writing task on the current content “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” based on the model/example provided. ENG.6.7.W4. Students can individually construct/form content for the assigned writing task on the current content “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people. ENG.6.7.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others. ENG.6.7.S1. Students can get ready for speaking-expression process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.S2. Students can use the model/example for producing verbal content about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.S3. Students can organise a new verbal content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” ENG.6.7.S4. Students can construct a new verbal content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by speaking accurately, efficiently, and authentically. ENG.6.7.S5. Students can reorganise (reconstruct) and use information about the “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people. ENG.6.7.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking expression process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people 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.6.7.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “life in nature and global problems” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.7.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.7.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.7.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.7.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.7.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.7.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.7.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.7.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.7.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.7.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.7.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.7.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.6.7.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.7.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.7.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.7.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.7.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.7.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.7.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.7.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.7.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.7.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V13. Healthy Living, 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, 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;">8</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EID-AL-ADHA : 26-27-28-29-30 May</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EID-AL-ADHA : 26-27-28-29-30 May </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EID-AL-ADHA : 26-27-28-29-30 May</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EID-AL-ADHA : 26-27-28-29-30 May</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EID-AL-ADHA : 26-27-28-29-30 May </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EID-AL-ADHA : 26-27-28-29-30 May </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;">8</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 & FUTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: life in the universe; life in the future; space and technology Target Vocabulary in Use (with revisional vocabulary): Nouns: An alien, an asteroid, an astronomer, astronomy, a creature, an estimate, an extreme, galaxy, an imagination, an observation, an orbit, a planet, a proof, a research, a scientist, species, a suspect, a try, a witness, an observer, duration, solar system, a telescope, universe. Verbs: To estimate, to launch, to orbit, to observe, to suspect, to witness, to navigate, to colonise, to transmit. Adjectives: Massive, cosmic, artificial. Vocabulary for space and technology: Nouns: An aerospace, an astronaut, bioengineering, a capsule, an exploration, nanotechnology, an observation, a rocket, a satellite, a shadow, a spacecraft, a spaceship, a spaceman, a spacesuit, a spacewalk, a spacewoman, a take-off, a voyage, a wire Verbs: To attempt, to explore, to navigate, to transplant, to stimulate, to exceed, to launch. Adjectives: Logical, realistic, reasonable, solar, abstract, sustainable, technological. Target Grammatical Structures in Use: - Zero Conditional: (If you update the software, your computer works better). -Conditional 1: (If you update your phone, it will run better). Functions of the Grammatical Structures in Use: -Use of Zero Conditional: Describing general truths, facts, and habits and situations where the result always happens if the condition is met. -Use of Conditional 1: Describing realistic situations in future that are likely to happen and/or cause-andeffect relationship between a condition and its probable outcome. *National and Religious Days, Festivals and Celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) Target Social Language in Use: The new space project will blast off next year! This robot feels ahead of his time! The electric car company is in the driver’s seat of green technology! The sky’s the limit for technological developments! Target Phonological Sounds in Use: Consonants: v, w, x, y, z Consonants: v: (/viː/, /v/); w: (/w/), silent /w/); x: (/ɛks/, /ks/, /gz/); y: (/waɪ/, /j/, /ɪ/, /iː/); z: /(zed/ (Br), /ziː/ (AmE), /z/). *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> OKUL TEMELLİ PLANLAMA* ENG.6.8.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the universe and future with life in the universe; life in the future; space and technology” carefully. ENG.6.8.L2. Students can bring information about the current content on “life in the universe and future with life in the universe; life in the future; space and technology” together through significant details and main components while listening (to)/watching it. ENG.6.8.L3. Students can make meaning of/derive meaning from the current content on “life in the universe and future with life in the universe; life in the future; space and technology” through significant details by listening (to)/watching it carefully. ENG.6.8.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.P1. Students can select and use the target phonological elements of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.8.R1. Students can get ready for the reading-comprehension process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.R2. Students can bring information about the current content on “life in the universe and future with life in the universe; life in the future; space and technology” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.8.R3. Students can make meaning of / derive meaning from the current content about “life in the universe and future with life in the universe; life in the future; space and technology” by reading it carefully. ENG.6.8.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” in relation to themselves or others, both individually and/or with others. ENG.6.8.V1. Students can select and use the target vocabulary of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.8.G1. Students can select and use the target grammatical elements of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.8.W1. Students can get ready for the writing-expression process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.W2. Students can understand the model/example for the writing task about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.W3. Students can organise a content for the assigned writing task on the current content “life in the universe and future with life in the universe; life in the future; space and technology” based on the model/example provided. ENG.6.8.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people. ENG.6.8.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” in relation to themselves or others, ENG.6.8.S1. Students can get ready for speaking-expression process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.S2. Students can use the model/example for producing verbal content about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.S3. Students can organise a new verbal content on “life in the universe and future with life in the universe; life in the future; space and technology” by speaking accurately, efficiently, and authentically. ENG.6.8.S4. Students can construct a new verbal content on “life in the universe and future with life in the universe; life in the future; space and technology” by speaking accurately, efficiently, and authentically. ENG.6.8.S5. Students can reorganise (reconstruct) and use information about the “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people. ENG.6.8.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people in relation to themselves or others, both individually and/or with others. ENG.6.8.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the universe and future with life in the universe; life in the future; space and technology” carefully. ENG.6.8.L2. Students can bring information about the current content on “life in the universe and future with life in the universe; life in the future; space and technology” together through significant details and main components while listening (to)/watching it. ENG.6.8.L3. Students can make meaning of/derive meaning from the current content on “life in the universe and future with life in the universe; life in the future; space and technology” through significant details by listening (to)/watching it carefully. ENG.6.8.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.P1. Students can select and use the target phonological elements of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.8.R1. Students can get ready for the reading-comprehension process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.R2. Students can bring information about the current content on “life in the universe and future with life in the universe; life in the future; space and technology” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.8.R3. Students can make meaning of / derive meaning from the current content about “life in the universe and future with life in the universe; life in the future; space and technology” by reading it carefully. ENG.6.8.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” in relation to themselves or others, both individually and/or with others. ENG.6.8.V1. Students can select and use the target vocabulary of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.8.G1. Students can select and use the target grammatical elements of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.8.W1. Students can get ready for the writing-expression process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.W2. Students can understand the model/example for the writing task about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.W3. Students can organise a content for the assigned writing task on the current content “life in the universe and future with life in the universe; life in the future; space and technology” based on the model/example provided. ENG.6.8.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people. ENG.6.8.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” in relation to themselves or others, ENG.6.8.S1. Students can get ready for speaking-expression process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.S2. Students can use the model/example for producing verbal content about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.S3. Students can organise a new verbal content on “life in the universe and future with life in the universe; life in the future; space and technology” by speaking accurately, efficiently, and authentically. ENG.6.8.S4. Students can construct a new verbal content on “life in the universe and future with life in the universe; life in the future; space and technology” by speaking accurately, efficiently, and authentically. ENG.6.8.S5. Students can reorganise (reconstruct) and use information about the “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people. ENG.6.8.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people 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.6.8.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “life in the universe and future” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. ENG.6.8.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.8.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.8.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.8.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.8.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.8.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.8.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.8.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.8.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.8.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.8.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.8.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.8.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.8.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.8.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.8.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.8.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.8.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.8.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.8.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.8.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.8.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V16. Responsibility, V18. Cleanliness, 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, 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;">8</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 & FUTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: life in the universe; life in the future; space and technology Target Vocabulary in Use (with revisional vocabulary): Nouns: An alien, an asteroid, an astronomer, astronomy, a creature, an estimate, an extreme, galaxy, an imagination, an observation, an orbit, a planet, a proof, a research, a scientist, species, a suspect, a try, a witness, an observer, duration, solar system, a telescope, universe. Verbs: To estimate, to launch, to orbit, to observe, to suspect, to witness, to navigate, to colonise, to transmit. Adjectives: Massive, cosmic, artificial. Vocabulary for space and technology: Nouns: An aerospace, an astronaut, bioengineering, a capsule, an exploration, nanotechnology, an observation, a rocket, a satellite, a shadow, a spacecraft, a spaceship, a spaceman, a spacesuit, a spacewalk, a spacewoman, a take-off, a voyage, a wire Verbs: To attempt, to explore, to navigate, to transplant, to stimulate, to exceed, to launch. Adjectives: Logical, realistic, reasonable, solar, abstract, sustainable, technological. Target Grammatical Structures in Use: - Zero Conditional: (If you update the software, your computer works better). -Conditional 1: (If you update your phone, it will run better). Functions of the Grammatical Structures in Use: -Use of Zero Conditional: Describing general truths, facts, and habits and situations where the result always happens if the condition is met. -Use of Conditional 1: Describing realistic situations in future that are likely to happen and/or cause-andeffect relationship between a condition and its probable outcome. *National and Religious Days, Festivals and Celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) Target Social Language in Use: The new space project will blast off next year! This robot feels ahead of his time! The electric car company is in the driver’s seat of green technology! The sky’s the limit for technological developments! Target Phonological Sounds in Use: Consonants: v, w, x, y, z Consonants: v: (/viː/, /v/); w: (/w/), silent /w/); x: (/ɛks/, /ks/, /gz/); y: (/waɪ/, /j/, /ɪ/, /iː/); z: /(zed/ (Br), /ziː/ (AmE), /z/). *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.8.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the universe and future with life in the universe; life in the future; space and technology” carefully. ENG.6.8.L2. Students can bring information about the current content on “life in the universe and future with life in the universe; life in the future; space and technology” together through significant details and main components while listening (to)/watching it. ENG.6.8.L3. Students can make meaning of/derive meaning from the current content on “life in the universe and future with life in the universe; life in the future; space and technology” through significant details by listening (to)/watching it carefully. ENG.6.8.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.P1. Students can select and use the target phonological elements of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.8.R1. Students can get ready for the reading-comprehension process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.R2. Students can bring information about the current content on “life in the universe and future with life in the universe; life in the future; space and technology” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.8.R3. Students can make meaning of / derive meaning from the current content about “life in the universe and future with life in the universe; life in the future; space and technology” by reading it carefully. ENG.6.8.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” in relation to themselves or others, both individually and/or with others. ENG.6.8.V1. Students can select and use the target vocabulary of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.8.G1. Students can select and use the target grammatical elements of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.8.W1. Students can get ready for the writing-expression process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.W2. Students can understand the model/example for the writing task about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.W3. Students can organise a content for the assigned writing task on the current content “life in the universe and future with life in the universe; life in the future; space and technology” based on the model/example provided. ENG.6.8.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people. ENG.6.8.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” in relation to themselves or others, ENG.6.8.S1. Students can get ready for speaking-expression process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.S2. Students can use the model/example for producing verbal content about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.S3. Students can organise a new verbal content on “life in the universe and future with life in the universe; life in the future; space and technology” by speaking accurately, efficiently, and authentically. ENG.6.8.S4. Students can construct a new verbal content on “life in the universe and future with life in the universe; life in the future; space and technology” by speaking accurately, efficiently, and authentically. ENG.6.8.S5. Students can reorganise (reconstruct) and use information about the “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people. ENG.6.8.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people 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.6.8.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “life in the universe and future” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. ENG.6.8.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.8.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.8.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.8.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.8.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.8.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.8.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.8.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.8.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.8.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.8.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.8.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.8.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.8.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.8.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.8.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.8.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.8.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.8.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.8.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.8.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.8.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V16. Responsibility, V18. Cleanliness, 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, 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;">8</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 & FUTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: life in the universe; life in the future; space and technology Target Vocabulary in Use (with revisional vocabulary): Nouns: An alien, an asteroid, an astronomer, astronomy, a creature, an estimate, an extreme, galaxy, an imagination, an observation, an orbit, a planet, a proof, a research, a scientist, species, a suspect, a try, a witness, an observer, duration, solar system, a telescope, universe. Verbs: To estimate, to launch, to orbit, to observe, to suspect, to witness, to navigate, to colonise, to transmit. Adjectives: Massive, cosmic, artificial. Vocabulary for space and technology: Nouns: An aerospace, an astronaut, bioengineering, a capsule, an exploration, nanotechnology, an observation, a rocket, a satellite, a shadow, a spacecraft, a spaceship, a spaceman, a spacesuit, a spacewalk, a spacewoman, a take-off, a voyage, a wire Verbs: To attempt, to explore, to navigate, to transplant, to stimulate, to exceed, to launch. Adjectives: Logical, realistic, reasonable, solar, abstract, sustainable, technological. Target Grammatical Structures in Use: - Zero Conditional: (If you update the software, your computer works better). -Conditional 1: (If you update your phone, it will run better). Functions of the Grammatical Structures in Use: -Use of Zero Conditional: Describing general truths, facts, and habits and situations where the result always happens if the condition is met. -Use of Conditional 1: Describing realistic situations in future that are likely to happen and/or cause-andeffect relationship between a condition and its probable outcome. *National and Religious Days, Festivals and Celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) Target Social Language in Use: The new space project will blast off next year! This robot feels ahead of his time! The electric car company is in the driver’s seat of green technology! The sky’s the limit for technological developments! Target Phonological Sounds in Use: Consonants: v, w, x, y, z Consonants: v: (/viː/, /v/); w: (/w/), silent /w/); x: (/ɛks/, /ks/, /gz/); y: (/waɪ/, /j/, /ɪ/, /iː/); z: /(zed/ (Br), /ziː/ (AmE), /z/). *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.6.8.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the universe and future with life in the universe; life in the future; space and technology” carefully. ENG.6.8.L2. Students can bring information about the current content on “life in the universe and future with life in the universe; life in the future; space and technology” together through significant details and main components while listening (to)/watching it. ENG.6.8.L3. Students can make meaning of/derive meaning from the current content on “life in the universe and future with life in the universe; life in the future; space and technology” through significant details by listening (to)/watching it carefully. ENG.6.8.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.P1. Students can select and use the target phonological elements of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.8.R1. Students can get ready for the reading-comprehension process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.R2. Students can bring information about the current content on “life in the universe and future with life in the universe; life in the future; space and technology” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.8.R3. Students can make meaning of / derive meaning from the current content about “life in the universe and future with life in the universe; life in the future; space and technology” by reading it carefully. ENG.6.8.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” in relation to themselves or others, both individually and/or with others. ENG.6.8.V1. Students can select and use the target vocabulary of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.8.G1. Students can select and use the target grammatical elements of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.8.W1. Students can get ready for the writing-expression process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.W2. Students can understand the model/example for the writing task about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.W3. Students can organise a content for the assigned writing task on the current content “life in the universe and future with life in the universe; life in the future; space and technology” based on the model/example provided. ENG.6.8.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people. ENG.6.8.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” in relation to themselves or others, ENG.6.8.S1. Students can get ready for speaking-expression process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.S2. Students can use the model/example for producing verbal content about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”. ENG.6.8.S3. Students can organise a new verbal content on “life in the universe and future with life in the universe; life in the future; space and technology” by speaking accurately, efficiently, and authentically. ENG.6.8.S4. Students can construct a new verbal content on “life in the universe and future with life in the universe; life in the future; space and technology” by speaking accurately, efficiently, and authentically. ENG.6.8.S5. Students can reorganise (reconstruct) and use information about the “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people. ENG.6.8.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people 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.6.8.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “life in the universe and future” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. ENG.6.8.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.8.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g) Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.8.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.8.P1. a) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.8.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.8.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.8.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.8.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.8.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.8.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.8.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.8.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.8.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.8.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.8.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.8.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.8.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.8.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.8.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.8.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.8.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.8.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V16. Responsibility, V18. Cleanliness, 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 </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;">8</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;" > </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></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></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>