<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> 7. 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;">7</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;">7</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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 Social Language 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 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 Aspects and Sounds in Use: -Intonation of negative statements 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 Aspects and Sounds in Use: -Intonation of questions and question tags. 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 eco-house, housing, a hut, an igloo, a mobile home, an origin, a root, a room-mate, a store room, 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 - 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 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/) 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 semifinal, 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 cafe? 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/). 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, lowfat, 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 advice or 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/) 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, non-renewable, 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, lowrisk, risky, severe, uninhabitable, destructive. Target Grammatical Structures in Use: -Relative Pronouns used with Relative clauses (which, who, that) (defining and nondefining): (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, non-essential information without changing the core meaning of the sentence. 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 all 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/). 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-and-effect relationship between a condition and its probable outcome. 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/). </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. 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;"> 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;">7</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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 Social Language 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 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 Aspects and Sounds in Use: -Intonation of negative statements 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 Aspects and Sounds in Use: -Intonation of questions and question tags. 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 eco-house, housing, a hut, an igloo, a mobile home, an origin, a root, a room-mate, a store room, 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 - 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 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/) 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 semifinal, 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 cafe? 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/). 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, lowfat, 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 advice or 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/) 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, non-renewable, 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, lowrisk, risky, severe, uninhabitable, destructive. Target Grammatical Structures in Use: -Relative Pronouns used with Relative clauses (which, who, that) (defining and nondefining): (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, non-essential information without changing the core meaning of the sentence. 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 all 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/). 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-and-effect relationship between a condition and its probable outcome. 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/). </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. 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;"> 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;">7</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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 Social Language 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 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 Aspects and Sounds in Use: -Intonation of negative statements 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 Aspects and Sounds in Use: -Intonation of questions and question tags. 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 eco-house, housing, a hut, an igloo, a mobile home, an origin, a root, a room-mate, a store room, 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 - 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 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/) 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 semifinal, 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 cafe? 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/). 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, lowfat, 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 advice or 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/) 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, non-renewable, 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, lowrisk, risky, severe, uninhabitable, destructive. Target Grammatical Structures in Use: -Relative Pronouns used with Relative clauses (which, who, that) (defining and nondefining): (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, non-essential information without changing the core meaning of the sentence. 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 all 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/). 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-and-effect relationship between a condition and its probable outcome. 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/). </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. 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;"> 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;">7</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-themes: “Educational activities, competitions, and celebrations at school trips; national days and celebrations” ” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for educational activities, competitions, and celebrations at school activities: Nouns: Academic freedom, an applicant, a banner, joy, a playing field, pride, a prize giving, a register, a sponsor, approval, a torchlight, disappointment, a debate, a workshop, a procession, a contest. Verbs: To sponsor, to disappoint. Adjectives: Breathtaking, fascinated, curious, exhausting, passionate. Vocabulary for school trips: Nouns: Educational trips, sports-related trips, an expectation, an amusement park, a backpack (a rucksack- AmE), a cruise, a desk clerk, hillwalking, a lounge, a resort, a room service, a sunscreen, a travel agency, a travel agent, a bus lane, a deck, an e-ticket, a fare, an inspector, a rail, a terminal, a billboard,a crossroads, a mountain-bike, a pavement, a rowing boat, a boarding card. Verbs: To inspire, to accommodate, to backpack, to immerse, to negotiate, to prioritise, to reschedule. Adjectives: Adventurous, memorable, enjoyable, challenging, unforgettable, sandy. Target Grammatical Structures in Use: -Present Tenses used for Narration (The Simple Present Tense, The Present Progressive Tense, The Present Perfect Tense, The Present Perfect Progressive Tense): (The school hosts various competitions every year. We are staying in a resort this weekend for a memorable school trip. The teachers have taken the students to educational trips to museums this year. They have been visiting many museums happily since this morning, learning new things at each stop). “Is used to”, “Get used to” (in all present tenses): (The new students are getting used to/have got used to/ have been getting used to/the pressure of academic competitions). “Conjunctions (As soon as, still, so far, not only, whatsoever)”: (So far, the students have been successful in all of their school competitions). -Complex Question Tags: (The school has organised many competitions this year, hasn’t it?) Functions of the Grammatical Structures in Use: -Use of Present Tenses for Narration (The Simple Present Tense, The Present Progressive Tense, The Present Perfect Tense, The Present Perfect Progressive Tense): They are often used in narration to describe ongoing actions, habitual events, or past actions with relevance to the present. -Use of “ Is used to”, “Get used to” in all Present Tenses: They are used to describe habits, routines, or the process of adjustment to something new. -Use of “Conjunctions” (As soon as, still, so far, not only, whatsoever): Linking the actions or ideas. -Use of “Complex Question Tags”: Expressing verification or confirmation. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.7.1.L1. Students can prepare and get ready for listening (to)/watching about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”. ENG.7.1.L2. Students can bring together the information in the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”. ENG.7.1.L3. Students can make sense of and derive meaning from the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”. ENG.7.1.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.7.1.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” to develop holistic and conscious pronunciation skills after recognising them in context. ENG.7.1.R1. Students can prepare for reading the content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” efficiently and effectively. ENG.7.1.R2. Students can bring information together about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” through skimming, scanning and detailed reading. ENG.7.1.R3. Students can make sense of and derive meaning from the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”. ENG.7.1.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.7.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.7.1.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.7.1.W1. Students can prepare for writing efficiently and accurately based on the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”. ENG.7.1.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”. ENG.7.1.W3. Students can construct new written content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” based on their understanding of the model(s) provided. ENG.7.1.W4. Students can practise producing written content based on the current theme “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”. ENG.7.1.W5. Students can engage in the process of writing related to the content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”. ENG.7.1.W6. Students can reconstruct their writing about the current theme on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” to communicate effectively about it. ENG.7.1.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.7.1.L1. a) Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. b) Students identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). c) Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. d) Students make rational predictions about the current content by looking at the supplementary visual elements provided. ENG.7.1.L2. a) Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. b) Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. ENG.7.1.L3. a) Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. b) Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. c) Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. d) Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. e) Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. f) Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. g) Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. h) Students position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way. ENG.7.1.L4. a) Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. c) Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. ENG.7.1.P1. a) Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. b) Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. c) Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. d) Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. e) Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. f) Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. ENG.7.1.R1. a) Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. b) Students recognise significant relationships between pre-existing knowledge, past experiences and clues to current content. c) Students make strong preliminary predictions about the current content based on explored and recognised relationships. d) Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. ENG.7.1.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.7.1.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.7.1.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.7.1.V1. a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. k) Students make use of the target words of the current theme in a range of semantically associated contextual activities and tasks accurately, naturally, authentically, and appropriately. l) Students make use of the target words of the current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. ENG.7.1.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. j) Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules. ENG.7.1.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.7.1.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.7.1.W3. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.7.1.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.7.1.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.7.1.W6. a) Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. b) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.7.1.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process.</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, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">7</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-themes: “Educational activities, competitions, and celebrations at school trips; national days and celebrations” ” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for educational activities, competitions, and celebrations at school activities: Nouns: Academic freedom, an applicant, a banner, joy, a playing field, pride, a prize giving, a register, a sponsor, approval, a torchlight, disappointment, a debate, a workshop, a procession, a contest. Verbs: To sponsor, to disappoint. Adjectives: Breathtaking, fascinated, curious, exhausting, passionate. Vocabulary for school trips: Nouns: Educational trips, sports-related trips, an expectation, an amusement park, a backpack (a rucksack- AmE), a cruise, a desk clerk, hillwalking, a lounge, a resort, a room service, a sunscreen, a travel agency, a travel agent, a bus lane, a deck, an e-ticket, a fare, an inspector, a rail, a terminal, a billboard,a crossroads, a mountain-bike, a pavement, a rowing boat, a boarding card. Verbs: To inspire, to accommodate, to backpack, to immerse, to negotiate, to prioritise, to reschedule. Adjectives: Adventurous, memorable, enjoyable, challenging, unforgettable, sandy. Target Grammatical Structures in Use: -Present Tenses used for Narration (The Simple Present Tense, The Present Progressive Tense, The Present Perfect Tense, The Present Perfect Progressive Tense): (The school hosts various competitions every year. We are staying in a resort this weekend for a memorable school trip. The teachers have taken the students to educational trips to museums this year. They have been visiting many museums happily since this morning, learning new things at each stop). “Is used to”, “Get used to” (in all present tenses): (The new students are getting used to/have got used to/ have been getting used to/the pressure of academic competitions). “Conjunctions (As soon as, still, so far, not only, whatsoever)”: (So far, the students have been successful in all of their school competitions). -Complex Question Tags: (The school has organised many competitions this year, hasn’t it?) Functions of the Grammatical Structures in Use: -Use of Present Tenses for Narration (The Simple Present Tense, The Present Progressive Tense, The Present Perfect Tense, The Present Perfect Progressive Tense): They are often used in narration to describe ongoing actions, habitual events, or past actions with relevance to the present. -Use of “ Is used to”, “Get used to” in all Present Tenses: They are used to describe habits, routines, or the process of adjustment to something new. -Use of “Conjunctions” (As soon as, still, so far, not only, whatsoever): Linking the actions or ideas. -Use of “Complex Question Tags”: Expressing verification or confirmation. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.7.1.L1. Students can prepare and get ready for listening (to)/watching about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”. ENG.7.1.L2. Students can bring together the information in the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”. ENG.7.1.L3. Students can make sense of and derive meaning from the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”. ENG.7.1.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.7.1.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” to develop holistic and conscious pronunciation skills after recognising them in context. ENG.7.1.R1. Students can prepare for reading the content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” efficiently and effectively. ENG.7.1.R2. Students can bring information together about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” through skimming, scanning and detailed reading. ENG.7.1.R3. Students can make sense of and derive meaning from the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”. ENG.7.1.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.7.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.7.1.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.7.1.W1. Students can prepare for writing efficiently and accurately based on the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”. ENG.7.1.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”. ENG.7.1.W3. Students can construct new written content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” based on their understanding of the model(s) provided. ENG.7.1.W4. Students can practise producing written content based on the current theme “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”. ENG.7.1.W5. Students can engage in the process of writing related to the content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”. ENG.7.1.W6. Students can reconstruct their writing about the current theme on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” to communicate effectively about it. ENG.7.1.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.7.1.L1. a) Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. b) Students identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). c) Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. d) Students make rational predictions about the current content by looking at the supplementary visual elements provided. ENG.7.1.L2. a) Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. b) Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. ENG.7.1.L3. a) Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. b) Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. c) Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. d) Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. e) Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. f) Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. g) Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. h) Students position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way. ENG.7.1.L4. a) Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. c) Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. ENG.7.1.P1. a) Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. b) Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. c) Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. d) Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. e) Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. f) Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. ENG.7.1.R1. a) Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. b) Students recognise significant relationships between pre-existing knowledge, past experiences and clues to current content. c) Students make strong preliminary predictions about the current content based on explored and recognised relationships. d) Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. ENG.7.1.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.7.1.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.7.1.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.7.1.V1. a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. k) Students make use of the target words of the current theme in a range of semantically associated contextual activities and tasks accurately, naturally, authentically, and appropriately. l) Students make use of the target words of the current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. ENG.7.1.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. j) Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules. ENG.7.1.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.7.1.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.7.1.W3. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.7.1.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.7.1.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.7.1.W6. a) Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. b) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.7.1.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process.</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, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </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;">7</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-themes: “Educational activities, competitions, and celebrations at school trips; national days and celebrations” ” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for educational activities, competitions, and celebrations at school activities: Nouns: Academic freedom, an applicant, a banner, joy, a playing field, pride, a prize giving, a register, a sponsor, approval, a torchlight, disappointment, a debate, a workshop, a procession, a contest. Verbs: To sponsor, to disappoint. Adjectives: Breathtaking, fascinated, curious, exhausting, passionate. Vocabulary for school trips: Nouns: Educational trips, sports-related trips, an expectation, an amusement park, a backpack (a rucksack- AmE), a cruise, a desk clerk, hillwalking, a lounge, a resort, a room service, a sunscreen, a travel agency, a travel agent, a bus lane, a deck, an e-ticket, a fare, an inspector, a rail, a terminal, a billboard,a crossroads, a mountain-bike, a pavement, a rowing boat, a boarding card. Verbs: To inspire, to accommodate, to backpack, to immerse, to negotiate, to prioritise, to reschedule. Adjectives: Adventurous, memorable, enjoyable, challenging, unforgettable, sandy. Target Grammatical Structures in Use: -Present Tenses used for Narration (The Simple Present Tense, The Present Progressive Tense, The Present Perfect Tense, The Present Perfect Progressive Tense): (The school hosts various competitions every year. We are staying in a resort this weekend for a memorable school trip. The teachers have taken the students to educational trips to museums this year. They have been visiting many museums happily since this morning, learning new things at each stop). “Is used to”, “Get used to” (in all present tenses): (The new students are getting used to/have got used to/ have been getting used to/the pressure of academic competitions). “Conjunctions (As soon as, still, so far, not only, whatsoever)”: (So far, the students have been successful in all of their school competitions). -Complex Question Tags: (The school has organised many competitions this year, hasn’t it?) Functions of the Grammatical Structures in Use: -Use of Present Tenses for Narration (The Simple Present Tense, The Present Progressive Tense, The Present Perfect Tense, The Present Perfect Progressive Tense): They are often used in narration to describe ongoing actions, habitual events, or past actions with relevance to the present. -Use of “ Is used to”, “Get used to” in all Present Tenses: They are used to describe habits, routines, or the process of adjustment to something new. -Use of “Conjunctions” (As soon as, still, so far, not only, whatsoever): Linking the actions or ideas. -Use of “Complex Question Tags”: Expressing verification or confirmation. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.7.1.L1. Students can prepare and get ready for listening (to)/watching about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”. ENG.7.1.L2. Students can bring together the information in the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”. ENG.7.1.L3. Students can make sense of and derive meaning from the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”. ENG.7.1.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.7.1.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” to develop holistic and conscious pronunciation skills after recognising them in context. ENG.7.1.R1. Students can prepare for reading the content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” efficiently and effectively. ENG.7.1.R2. Students can bring information together about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” through skimming, scanning and detailed reading. ENG.7.1.R3. Students can make sense of and derive meaning from the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”. ENG.7.1.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.7.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.7.1.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.7.1.W1. Students can prepare for writing efficiently and accurately based on the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”. ENG.7.1.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”. ENG.7.1.W3. Students can construct new written content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” based on their understanding of the model(s) provided. ENG.7.1.W4. Students can practise producing written content based on the current theme “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”. ENG.7.1.W5. Students can engage in the process of writing related to the content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”. ENG.7.1.W6. Students can reconstruct their writing about the current theme on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” to communicate effectively about it. ENG.7.1.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.7.1.L1. a) Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. b) Students identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). c) Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. d) Students make rational predictions about the current content by looking at the supplementary visual elements provided. ENG.7.1.L2. a) Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. b) Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. ENG.7.1.L3. a) Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. b) Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. c) Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. d) Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. e) Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. f) Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. g) Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. h) Students position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way. ENG.7.1.L4. a) Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. c) Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. ENG.7.1.P1. a) Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. b) Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. c) Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. d) Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. e) Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. f) Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. ENG.7.1.R1. a) Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. b) Students recognise significant relationships between pre-existing knowledge, past experiences and clues to current content. c) Students make strong preliminary predictions about the current content based on explored and recognised relationships. d) Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. ENG.7.1.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.7.1.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.7.1.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.7.1.V1. a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. k) Students make use of the target words of the current theme in a range of semantically associated contextual activities and tasks accurately, naturally, authentically, and appropriately. l) Students make use of the target words of the current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. ENG.7.1.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. j) Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules. ENG.7.1.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.7.1.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.7.1.W3. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.7.1.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.7.1.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.7.1.W6. a) Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. b) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.7.1.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process.</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, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </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;">7</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;"> Target Social Language in Use: Break time is over! I’m first in the queue for lunch! Can we have a golden time today as we worked hard on the science project? We passed the test at last! We nailed it! Target Phonological 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.7.1.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”. ENG.7.1.S2. Students can analyse and understand the model content related to “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” to support the production of spoken language. ENG.7.1.S3. Students can produce meaningful and accurate spoken content related to the current theme on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”. ENG.7.1.S4. Students can construct meaningful spoken content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” through efficient and meaningful practice. ENG.7.1.S5. Students can reconstruct the information about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” when communicating with others. ENG.7.1.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.7.1.S1. a) Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. ENG.7.1.S2. a) Students grasp what the provided model/example is about with the help of audio, visual, and/ or written elements after listening, watching, and/or reading the current content. ENG.7.1.S3. a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. ENG.7.1.S4. a) Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. b) Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. c) Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. d) Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. e) Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. ENG.7.1.S5. a) Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. b) Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. ENG.7.1.S6. a) Students reveal their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current speaking-expression content and process. b) Students share their personal knowledge, experiences, thoughts, and feelings that they critically review in relation to the current speaking-expression content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current speaking-expression content and process.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">7</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: “Learning difficulties and problems for teenagers; healthy classroom atmosphere for peaceful learning” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for learning difficulties and problems for teenagers: Nouns: An accent, accuracy, a resolution, a revision, deadline, evaluation, an exposure, a component, motivation, anxiety, dyslexia, self-esteem, a special app, an awareness, a diary. Verbs: To accomplish, to cope, to disappoint, to assess, to adapt, to overcome, to struggle, to interact, to submit. Adjectives: Skilled, complicated, challenging, distracted, engaging, motivated, overwhelmed, complex. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.7.2.L1. Students can prepare and get ready for listening (to)/watching about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”. ENG.7.2.L2. Students can bring together the information in the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”. ENG.7.2.L3. Students can make sense of and derive meaning from the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”. ENG.7.2.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” in relation to themselves or others, both individually and/or with others. ENG.7.2.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” to develop holistic and conscious pronunciation skills after recognising them in context.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.7.2.L1. a) Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. b) Students identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). c) Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. d) Students make rational predictions about the current content by looking at the supplementary visual elements provided. ENG.7.2.L2. a) Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. b) Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. ENG.7.2.L3. a) Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. b) Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. c) Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. d) Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. e) Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. f) Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. g) Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. h) Students position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way. ENG.7.2.L4. a) Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. c) Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. ENG.7.2.P1. a) Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. b) Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. c) Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. d) Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. e) Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. f) Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts.</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, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">7</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">1st MIDTERM BREAK: 10- 14 November 2025</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 1st MIDTERM BREAK: 10- 14 November 2025 </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 1st MIDTERM BREAK: 10- 14 November 2025</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">1st MIDTERM BREAK: 10- 14 November 2025</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;"> 1st MIDTERM BREAK: 10- 14 November 2025 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 1st MIDTERM BREAK: 10- 14 November 2025 </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;">7</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;"> Vocabulary for a healthy classroom atmosphere for peaceful learning: Nouns: Tension, enthusiasm, conflict, resolution, disagreement, expectation, participation, diversity, interaction, trust, motivation, a suggestion. Verbs: To demonstrate, to engage, to edit, to embrace, to enhance, to interact, to implement, to maintain, to motivate, to resolve, to regulate, to raise, to support, to observe, to mean, to simplify. Adjectives: Amusing, engaging, tone, motivated, maintaining, stunning, detailed, dramatic, humorous, suitable. Adverbs: Appropriately. Target Grammatical Structures in Use: -Passive Voice in Present Tenses: (An evaluation of the students’ accuracy is conducted by the teacher). - “Shall” for suggestions: (Shall we embrace more engaging activities to increase motivation and participation in the classroom?) - “Causatives”: To have something done: (The teacher has the classroom’s tone regulated to reduce tension). Functions of the Grammatical Structures in Use: -Use of Passive Voice in Present Tenses: Describing actions, events, or processes where the focus is on the activity or outcome rather than the person performing the action. -Use of “Shall” for suggestions: Proposing ideas or seeking agreement to make suggestions. -Use of “Causatives”: To have something done: Describing situations arranged for someone else to perform a task or service. Target Social Language in Use: That’s a brilliant idea! I’ll back you up on this task! Can we take a brain break? </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.7.2.R1. Students can prepare for reading the content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” efficiently and effectively. ENG.7.2.R2. Students can bring information together about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” through skimming, scanning and detailed reading. ENG.7.2.R3. Students can make sense of and derive meaning from the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”. ENG.7.2.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” in relation to themselves or others, both individually and/or with others. ENG.7.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.7.2.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.7.2.W1. Students can prepare for writing efficiently and accurately based on the current content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”. ENG.7.2.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”. ENG.7.2.W3. Students can construct new written content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” based on their understanding of the model(s) provided. ENG.7.2.W4. Students can practise producing written content based on the current theme “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”. ENG.7.2.W5. Students can engage in the process of writing related to the content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”. ENG.7.2.W6. Students can reconstruct their writing about the current theme on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” to communicate effectively about it. ENG.7.2.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” in relation to themselves or others, both individually and/or with others. ENG.7.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”. ENG.7.2.S2. Students can analyse and understand the model content related to “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” to support the production of spoken language. ENG.7.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”. ENG.7.2.S4. Students can construct meaningful spoken content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” through efficient and meaningful practice. ENG.7.2.S5. Students can reconstruct the information about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” when communicating with others. ENG.7.2.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” 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.7.2.R1. a) Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. b) Studentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content. c) Students make strong preliminary predictions about the current content based on explored and recognised relationships. d) Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. ENG.7.2.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.7.2.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.7.2.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.7.2.V1. a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. k) Studentsmakeuseofthetargetwordsofthecurrentthemeinarangeofsemanticallyassociated contextual activities and tasks accurately, naturally, authentically, and appropriately. l) Students make use ofthe targetwords ofthe current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. ENG.7.2.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. j) Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules. ENG.7.2.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.7.2.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.7.2.W3. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.7.2.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.7.2.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.7.2.W6. a) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.7.2.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process. ENG.7.2.S1. a) Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. ENG.7.2.S2. a) Students grasp what the provided model/example is about with the help of audio, visual, and/ or written elements after listening, watching, and/or reading the current content. ENG.7.2.S3. a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. ENG.7.2.S4. a) Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. b) Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. c) Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. d) Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. e) Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. ENG.7.2.S5. a) Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. b) Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. ENG.7.2.S6. a) Students reveal their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current speaking-expression content and process. b) Students share their personal knowledge, experiences, thoughts, and feelings that they critically review in relation to the current speaking-expression content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current speaking-expression content and process.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Dünya 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;">7</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;"> Vocabulary for a healthy classroom atmosphere for peaceful learning: Nouns: Tension, enthusiasm, conflict, resolution, disagreement, expectation, participation, diversity, interaction, trust, motivation, a suggestion. Verbs: To demonstrate, to engage, to edit, to embrace, to enhance, to interact, to implement, to maintain, to motivate, to resolve, to regulate, to raise, to support, to observe, to mean, to simplify. Adjectives: Amusing, engaging, tone, motivated, maintaining, stunning, detailed, dramatic, humorous, suitable. Adverbs: Appropriately. Target Grammatical Structures in Use: -Passive Voice in Present Tenses: (An evaluation of the students’ accuracy is conducted by the teacher). - “Shall” for suggestions: (Shall we embrace more engaging activities to increase motivation and participation in the classroom?) - “Causatives”: To have something done: (The teacher has the classroom’s tone regulated to reduce tension). Functions of the Grammatical Structures in Use: -Use of Passive Voice in Present Tenses: Describing actions, events, or processes where the focus is on the activity or outcome rather than the person performing the action. -Use of “Shall” for suggestions: Proposing ideas or seeking agreement to make suggestions. -Use of “Causatives”: To have something done: Describing situations arranged for someone else to perform a task or service. Target Social Language in Use: That’s a brilliant idea! I’ll back you up on this task! Can we take a brain break? </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.7.2.R1. Students can prepare for reading the content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” efficiently and effectively. ENG.7.2.R2. Students can bring information together about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” through skimming, scanning and detailed reading. ENG.7.2.R3. Students can make sense of and derive meaning from the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”. ENG.7.2.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” in relation to themselves or others, both individually and/or with others. ENG.7.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.7.2.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.7.2.W1. Students can prepare for writing efficiently and accurately based on the current content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”. ENG.7.2.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”. ENG.7.2.W3. Students can construct new written content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” based on their understanding of the model(s) provided. ENG.7.2.W4. Students can practise producing written content based on the current theme “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”. ENG.7.2.W5. Students can engage in the process of writing related to the content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”. ENG.7.2.W6. Students can reconstruct their writing about the current theme on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” to communicate effectively about it. ENG.7.2.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” in relation to themselves or others, both individually and/or with others. ENG.7.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”. ENG.7.2.S2. Students can analyse and understand the model content related to “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” to support the production of spoken language. ENG.7.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”. ENG.7.2.S4. Students can construct meaningful spoken content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” through efficient and meaningful practice. ENG.7.2.S5. Students can reconstruct the information about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” when communicating with others. ENG.7.2.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” 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.7.2.R1. a) Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. b) Studentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content. c) Students make strong preliminary predictions about the current content based on explored and recognised relationships. d) Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. ENG.7.2.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.7.2.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.7.2.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.7.2.V1. a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. k) Studentsmakeuseofthetargetwordsofthecurrentthemeinarangeofsemanticallyassociated contextual activities and tasks accurately, naturally, authentically, and appropriately. l) Students make use ofthe targetwords ofthe current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. ENG.7.2.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. j) Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules. ENG.7.2.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.7.2.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.7.2.W3. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.7.2.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.7.2.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.7.2.W6. a) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.7.2.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process. ENG.7.2.S1. a) Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. ENG.7.2.S2. a) Students grasp what the provided model/example is about with the help of audio, visual, and/ or written elements after listening, watching, and/or reading the current content. ENG.7.2.S3. a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. ENG.7.2.S4. a) Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. b) Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. c) Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. d) Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. e) Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. ENG.7.2.S5. a) Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. b) Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. ENG.7.2.S6. a) Students reveal their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current speaking-expression content and process. b) Students share their personal knowledge, experiences, thoughts, and feelings that they critically review in relation to the current speaking-expression content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current speaking-expression content and process.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Ağız ve Diş Sağlığı Haftası, Öğretmenler Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ARALIK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 13. Hafta: </div> <div> 01-05 Aralk </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">7</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;"> Vocabulary for a healthy classroom atmosphere for peaceful learning: Nouns: Tension, enthusiasm, conflict, resolution, disagreement, expectation, participation, diversity, interaction, trust, motivation, a suggestion. Verbs: To demonstrate, to engage, to edit, to embrace, to enhance, to interact, to implement, to maintain, to motivate, to resolve, to regulate, to raise, to support, to observe, to mean, to simplify. Adjectives: Amusing, engaging, tone, motivated, maintaining, stunning, detailed, dramatic, humorous, suitable. Adverbs: Appropriately. Target Grammatical Structures in Use: -Passive Voice in Present Tenses: (An evaluation of the students’ accuracy is conducted by the teacher). - “Shall” for suggestions: (Shall we embrace more engaging activities to increase motivation and participation in the classroom?) - “Causatives”: To have something done: (The teacher has the classroom’s tone regulated to reduce tension). Functions of the Grammatical Structures in Use: -Use of Passive Voice in Present Tenses: Describing actions, events, or processes where the focus is on the activity or outcome rather than the person performing the action. -Use of “Shall” for suggestions: Proposing ideas or seeking agreement to make suggestions. -Use of “Causatives”: To have something done: Describing situations arranged for someone else to perform a task or service. Target Social Language in Use: That’s a brilliant idea! I’ll back you up on this task! Can we take a brain break? </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.7.2.R1. Students can prepare for reading the content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” efficiently and effectively. ENG.7.2.R2. Students can bring information together about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” through skimming, scanning and detailed reading. ENG.7.2.R3. Students can make sense of and derive meaning from the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”. ENG.7.2.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” in relation to themselves or others, both individually and/or with others. ENG.7.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.7.2.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.7.2.W1. Students can prepare for writing efficiently and accurately based on the current content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”. ENG.7.2.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”. ENG.7.2.W3. Students can construct new written content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” based on their understanding of the model(s) provided. ENG.7.2.W4. Students can practise producing written content based on the current theme “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”. ENG.7.2.W5. Students can engage in the process of writing related to the content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”. ENG.7.2.W6. Students can reconstruct their writing about the current theme on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” to communicate effectively about it. ENG.7.2.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” in relation to themselves or others, both individually and/or with others. ENG.7.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”. ENG.7.2.S2. Students can analyse and understand the model content related to “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” to support the production of spoken language. ENG.7.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”. ENG.7.2.S4. Students can construct meaningful spoken content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” through efficient and meaningful practice. ENG.7.2.S5. Students can reconstruct the information about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” when communicating with others. ENG.7.2.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” 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.7.2.R1. a) Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. b) Studentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content. c) Students make strong preliminary predictions about the current content based on explored and recognised relationships. d) Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. ENG.7.2.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.7.2.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.7.2.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.7.2.V1. a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. k) Studentsmakeuseofthetargetwordsofthecurrentthemeinarangeofsemanticallyassociated contextual activities and tasks accurately, naturally, authentically, and appropriately. l) Students make use ofthe targetwords ofthe current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. ENG.7.2.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. j) Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules. ENG.7.2.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.7.2.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.7.2.W3. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.7.2.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.7.2.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.7.2.W6. a) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.7.2.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process. ENG.7.2.S1. a) Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. ENG.7.2.S2. a) Students grasp what the provided model/example is about with the help of audio, visual, and/ or written elements after listening, watching, and/or reading the current content. ENG.7.2.S3. a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. ENG.7.2.S4. a) Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. b) Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. c) Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. d) Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. e) Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. ENG.7.2.S5. a) Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. b) Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. ENG.7.2.S6. a) Students reveal their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current speaking-expression content and process. b) Students share their personal knowledge, experiences, thoughts, and feelings that they critically review in relation to the current speaking-expression content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current speaking-expression content and process.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Dünya Engelliler Günü, Dünya Madenciler Günü, Türk Kadınına Seçme ve Seçilme Hakkının Verilişi </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ARALIK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 14. Hafta: </div> <div> 08-12 Aralk </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">7</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: “Advantages and disadvantages of social media; staying healthy and fit” Target Vocabulary in use (with revisional vocabulary): Vocabulary for advantages and disadvantages of social media: Nouns: An addiction, an awareness, a restriction, significance, concentration, an objective, privacy, interaction, feedback, concern, an adult. Verbs: To restrict, to exploit, to interact, to distract, to monitor, to concern, to ignore. Adjectives: Ridiculous, short-term, unfortunate, ethical, harmful, constant, distracting, beneficial, informed, sleepless, lonely. Vocabulary for staying healthy and fit: Nouns: A fitness centre, a heartbeat, self-care, a check-up, a cure, healthcare, a painkiller, a recovery, well- being, nutrition, hydration, portion, relaxation, wellness, a remedy, a treatment, an herb, a chemical. Verbs: To sweat, to cure, to recruit, to maintain, to motivate, to strengthen, to prioritise, to rely on, to adopt, to overuse, to reduce, to cause, to achieve. Adjectives: Athletic, beneficial, immune, overall, hydrated, nutritious, consistent, energetic, stressful, sustainable, appealing, sick, essential, cheerful, reliable. Target Grammatical Structures in Use: -Past tenses for Narration (The Simple Past Tense, The Past Progressive Tense, The Past Perfect Tense, The Past Perfect Progressive Tense): (My grandpa monitored his heartbeat last year because of his doctor’s warning. The advertisement company had been interacting with social media influencers for months). “Would” for Expressing Habits in the Past: (My dad would walk every morning to stay fit). “Was Used to” and “Got Used to” in all forms: (She got used to waking up early to do some gymnastics). Question Tags for Past Tenses: (She was going to get an email about healthcare updates, wasn’t she?). Functions of the Grammatical Structures in Use: -Use of Past Tenses for Narration (The Simple Past Tense, the Past Progressive Tense, the Past Perfect Tense, the Past Perfect Progressive Tense): Describing actions and events that happened in the past, giving details about their time, process, duration, and/or sequence. -Use of “Would” for Expressing Habits in the Past: Describing repeated actions or habits that occur regularly in the past but they no longer happen. -Use of “Was used to” and “Got used to” in all forms: Describing familiarity with actions and situations in the past and describing how people accustomed to something over time and also describing habitual actions or states in the past. -Use of Question Tags: Expressing confirmation, agreement, and/or reassurance about statements, actions, and/or opinions. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.7.3.L1. Students can prepare and get ready for listening (to)/watching about the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”. ENG.7.3.L2. Students can bring together the information in the current content on “personal life and well- being with advantages and disadvantages of social media; staying healthy and fit”. ENG.7.3.L3. Students can make sense of and derive meaning from the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”. ENG.7.3.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “personal life and well- being with advantages and disadvantages of social media; staying healthy and fit” in relation to themselves or others, both individually and/or with others. ENG.7.3.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” to develop holistic and conscious pronunciation skills after recognising them in context. ENG.7.3.R1. Students can prepare for reading the content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” efficiently and effectively. ENG.7.3.R2. Students can bring information together about the current content on “personal life and well- being with advantages and disadvantages of social media; staying healthy and fit” through skimming, scanning, and detailed reading. ENG.7.3.R3. Students can make sense of and derive meaning from the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”. ENG.7.3.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” in relation to themselves or others, both individually and/or with others. ENG.7.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.7.3.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately based on the current content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness- raising and discovery. ENG.7.3.W1. Students can prepare for writing efficiently and accurately based on the current content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”. ENG.7.3.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”. ENG.7.3.W3. Students can construct new written content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” based on their understanding of the model(s) provided. ENG.7.3.W4. Students can practise producing written content based on the current theme “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”. ENG.7.3.W5. Students can engage in the process of writing related to the content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”. ENG.7.3.W6. Students can reconstruct their writing about the current theme on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” to communicate effectively about it. ENG.7.3.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” 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.7.3.L1. a) Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. b) Students identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). c) Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. d) Students make rational predictions about the current content by looking at the supplementary visual elements provided. ENG.7.3.L2. a) Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. b) Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. ENG.7.3.L3. a) Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. b) Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. c) Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. d) Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. e) Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. f) Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. g) Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. h) Students position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way. ENG.7.3.L4. a) Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. c) Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. ENG.7.3.P1. a) Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. b) Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. c) Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. d) Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. e) Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. f) Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. ENG.7.3.R1. a) Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. b) Studentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content. c) Students make strong preliminary predictions about the current content based on explored and recognised relationships. d) Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. ENG.7.3.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.7.3.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.7.3.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.7.3.V1. a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. ENG.7.3.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. j) Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules. ENG.7.3.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.7.3.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.7.3.W3. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.7.3.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.7.3.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.7.3.W6. a) Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. b) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.7.3.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process.</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, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">7</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: “Advantages and disadvantages of social media; staying healthy and fit” Target Vocabulary in use (with revisional vocabulary): Vocabulary for advantages and disadvantages of social media: Nouns: An addiction, an awareness, a restriction, significance, concentration, an objective, privacy, interaction, feedback, concern, an adult. Verbs: To restrict, to exploit, to interact, to distract, to monitor, to concern, to ignore. Adjectives: Ridiculous, short-term, unfortunate, ethical, harmful, constant, distracting, beneficial, informed, sleepless, lonely. Vocabulary for staying healthy and fit: Nouns: A fitness centre, a heartbeat, self-care, a check-up, a cure, healthcare, a painkiller, a recovery, well- being, nutrition, hydration, portion, relaxation, wellness, a remedy, a treatment, an herb, a chemical. Verbs: To sweat, to cure, to recruit, to maintain, to motivate, to strengthen, to prioritise, to rely on, to adopt, to overuse, to reduce, to cause, to achieve. Adjectives: Athletic, beneficial, immune, overall, hydrated, nutritious, consistent, energetic, stressful, sustainable, appealing, sick, essential, cheerful, reliable. Target Grammatical Structures in Use: -Past tenses for Narration (The Simple Past Tense, The Past Progressive Tense, The Past Perfect Tense, The Past Perfect Progressive Tense): (My grandpa monitored his heartbeat last year because of his doctor’s warning. The advertisement company had been interacting with social media influencers for months). “Would” for Expressing Habits in the Past: (My dad would walk every morning to stay fit). “Was Used to” and “Got Used to” in all forms: (She got used to waking up early to do some gymnastics). Question Tags for Past Tenses: (She was going to get an email about healthcare updates, wasn’t she?). Functions of the Grammatical Structures in Use: -Use of Past Tenses for Narration (The Simple Past Tense, the Past Progressive Tense, the Past Perfect Tense, the Past Perfect Progressive Tense): Describing actions and events that happened in the past, giving details about their time, process, duration, and/or sequence. -Use of “Would” for Expressing Habits in the Past: Describing repeated actions or habits that occur regularly in the past but they no longer happen. -Use of “Was used to” and “Got used to” in all forms: Describing familiarity with actions and situations in the past and describing how people accustomed to something over time and also describing habitual actions or states in the past. -Use of Question Tags: Expressing confirmation, agreement, and/or reassurance about statements, actions, and/or opinions. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.7.3.L1. Students can prepare and get ready for listening (to)/watching about the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”. ENG.7.3.L2. Students can bring together the information in the current content on “personal life and well- being with advantages and disadvantages of social media; staying healthy and fit”. ENG.7.3.L3. Students can make sense of and derive meaning from the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”. ENG.7.3.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “personal life and well- being with advantages and disadvantages of social media; staying healthy and fit” in relation to themselves or others, both individually and/or with others. ENG.7.3.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” to develop holistic and conscious pronunciation skills after recognising them in context. ENG.7.3.R1. Students can prepare for reading the content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” efficiently and effectively. ENG.7.3.R2. Students can bring information together about the current content on “personal life and well- being with advantages and disadvantages of social media; staying healthy and fit” through skimming, scanning, and detailed reading. ENG.7.3.R3. Students can make sense of and derive meaning from the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”. ENG.7.3.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” in relation to themselves or others, both individually and/or with others. ENG.7.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.7.3.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately based on the current content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness- raising and discovery. ENG.7.3.W1. Students can prepare for writing efficiently and accurately based on the current content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”. ENG.7.3.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”. ENG.7.3.W3. Students can construct new written content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” based on their understanding of the model(s) provided. ENG.7.3.W4. Students can practise producing written content based on the current theme “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”. ENG.7.3.W5. Students can engage in the process of writing related to the content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”. ENG.7.3.W6. Students can reconstruct their writing about the current theme on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” to communicate effectively about it. ENG.7.3.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” 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.7.3.L1. a) Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. b) Students identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). c) Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. d) Students make rational predictions about the current content by looking at the supplementary visual elements provided. ENG.7.3.L2. a) Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. b) Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. ENG.7.3.L3. a) Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. b) Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. c) Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. d) Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. e) Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. f) Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. g) Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. h) Students position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way. ENG.7.3.L4. a) Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. c) Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. ENG.7.3.P1. a) Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. b) Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. c) Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. d) Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. e) Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. f) Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. ENG.7.3.R1. a) Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. b) Studentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content. c) Students make strong preliminary predictions about the current content based on explored and recognised relationships. d) Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. ENG.7.3.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.7.3.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.7.3.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.7.3.V1. a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. ENG.7.3.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. j) Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules. ENG.7.3.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.7.3.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.7.3.W3. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.7.3.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.7.3.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.7.3.W6. a) Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. b) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.7.3.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process.</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, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">7</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: “Advantages and disadvantages of social media; staying healthy and fit” Target Vocabulary in use (with revisional vocabulary): Vocabulary for advantages and disadvantages of social media: Nouns: An addiction, an awareness, a restriction, significance, concentration, an objective, privacy, interaction, feedback, concern, an adult. Verbs: To restrict, to exploit, to interact, to distract, to monitor, to concern, to ignore. Adjectives: Ridiculous, short-term, unfortunate, ethical, harmful, constant, distracting, beneficial, informed, sleepless, lonely. Vocabulary for staying healthy and fit: Nouns: A fitness centre, a heartbeat, self-care, a check-up, a cure, healthcare, a painkiller, a recovery, well- being, nutrition, hydration, portion, relaxation, wellness, a remedy, a treatment, an herb, a chemical. Verbs: To sweat, to cure, to recruit, to maintain, to motivate, to strengthen, to prioritise, to rely on, to adopt, to overuse, to reduce, to cause, to achieve. Adjectives: Athletic, beneficial, immune, overall, hydrated, nutritious, consistent, energetic, stressful, sustainable, appealing, sick, essential, cheerful, reliable. Target Grammatical Structures in Use: -Past tenses for Narration (The Simple Past Tense, The Past Progressive Tense, The Past Perfect Tense, The Past Perfect Progressive Tense): (My grandpa monitored his heartbeat last year because of his doctor’s warning. The advertisement company had been interacting with social media influencers for months). “Would” for Expressing Habits in the Past: (My dad would walk every morning to stay fit). “Was Used to” and “Got Used to” in all forms: (She got used to waking up early to do some gymnastics). Question Tags for Past Tenses: (She was going to get an email about healthcare updates, wasn’t she?). Functions of the Grammatical Structures in Use: -Use of Past Tenses for Narration (The Simple Past Tense, the Past Progressive Tense, the Past Perfect Tense, the Past Perfect Progressive Tense): Describing actions and events that happened in the past, giving details about their time, process, duration, and/or sequence. -Use of “Would” for Expressing Habits in the Past: Describing repeated actions or habits that occur regularly in the past but they no longer happen. -Use of “Was used to” and “Got used to” in all forms: Describing familiarity with actions and situations in the past and describing how people accustomed to something over time and also describing habitual actions or states in the past. -Use of Question Tags: Expressing confirmation, agreement, and/or reassurance about statements, actions, and/or opinions. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.7.3.L1. Students can prepare and get ready for listening (to)/watching about the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”. ENG.7.3.L2. Students can bring together the information in the current content on “personal life and well- being with advantages and disadvantages of social media; staying healthy and fit”. ENG.7.3.L3. Students can make sense of and derive meaning from the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”. ENG.7.3.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “personal life and well- being with advantages and disadvantages of social media; staying healthy and fit” in relation to themselves or others, both individually and/or with others. ENG.7.3.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” to develop holistic and conscious pronunciation skills after recognising them in context. ENG.7.3.R1. Students can prepare for reading the content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” efficiently and effectively. ENG.7.3.R2. Students can bring information together about the current content on “personal life and well- being with advantages and disadvantages of social media; staying healthy and fit” through skimming, scanning, and detailed reading. ENG.7.3.R3. Students can make sense of and derive meaning from the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”. ENG.7.3.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” in relation to themselves or others, both individually and/or with others. ENG.7.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.7.3.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately based on the current content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness- raising and discovery. ENG.7.3.W1. Students can prepare for writing efficiently and accurately based on the current content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”. ENG.7.3.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”. ENG.7.3.W3. Students can construct new written content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” based on their understanding of the model(s) provided. ENG.7.3.W4. Students can practise producing written content based on the current theme “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”. ENG.7.3.W5. Students can engage in the process of writing related to the content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”. ENG.7.3.W6. Students can reconstruct their writing about the current theme on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” to communicate effectively about it. ENG.7.3.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” 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.7.3.L1. a) Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. b) Students identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). c) Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. d) Students make rational predictions about the current content by looking at the supplementary visual elements provided. ENG.7.3.L2. a) Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. b) Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. ENG.7.3.L3. a) Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. b) Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. c) Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. d) Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. e) Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. f) Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. g) Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. h) Students position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way. ENG.7.3.L4. a) Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. c) Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. ENG.7.3.P1. a) Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. b) Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. c) Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. d) Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. e) Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. f) Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. ENG.7.3.R1. a) Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. b) Studentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content. c) Students make strong preliminary predictions about the current content based on explored and recognised relationships. d) Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. ENG.7.3.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.7.3.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.7.3.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.7.3.V1. a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. ENG.7.3.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. j) Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules. ENG.7.3.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.7.3.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.7.3.W3. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.7.3.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.7.3.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.7.3.W6. a) Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. b) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.7.3.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process.</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, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">7</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;"> Target Social Language in Use: I need “a bit of me time” after a busy school day! If you’re upset, don’t bottle it up. Talk to your friends about it! Social media can really mess with your head! Fake news spread like wildfire on social media! 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.7.3.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”. ENG.7.3.S2. Students can analyse and understand the model content related to “personal life and well- being with advantages and disadvantages of social media; staying healthy and fit” to support the production of spoken language. ENG.7.3.S3. Students can produce meaningful and accurate spoken content related to the current theme on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”. ENG.7.3.S4. Students can construct meaningful spoken content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” through efficient and meaningful practice. ENG.7.3.S5. Students can reconstruct the information about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” when communicating with others. ENG.7.3.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” 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.7.3.S1. a) Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. ENG.7.3.S2. a) Students grasp what the provided model/example is about with the help of audio, visual, and/or written elements after listening, watching, and/or reading the current content. ENG.7.3.S3. a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. ENG.7.3.S4. a) Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. b) Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. c) Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. d) Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. e) Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. ENG.7.3.S5. a) Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. b) Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. ENG.7.3.S6. a) Students reveal their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current speaking-expression content and process. b) Students share their personal knowledge, experiences, thoughts, and feelings that they critically review in relation to the current speaking-expression content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current speaking-expression content and process.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> 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;">7</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: “Future houses; family members’ plans (for the future)” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for future houses: Nouns: Recognition, timing, a variation, housing, appliances, priority, household, innovation, panels, usage, ventilation, insulation. Verbs: To adapt, to automate, to reckon, to impress, to install, to innovate, to generate, to house, to integrate, to renovate, to optimise, to ensure. Adjectives: Energy-efficient, shocking, sophisticated, valid, extraordinary, impressed, sustainable, renewable, solar. Adverbs: Shortly, somehow, sometime, steadily, widely, automatically. Vocabulary for family members’ plans for the future (holidays etc): Nouns: Finance, an expectation, a budget, a resort, bookings, preparation, preference, a bed and breakfast, a travel agency, a voyage. Verbs: To accommodate, to relieve, to negotiate, to budget, to reserve, to finalise. Adjectives: Relieved, affordable, weekly, detailed, memorable, excursion, all-inclusive. Adverbs: Altogether, slightly, effectively. Target Grammatical Structures in Use: -Passive Voice of Modals in Present (can, could, might, may, must, should) for daily speech: (The appliances can be automated easily. The holiday bookings could be finalised by tomorrow). - “Comparative and Superlative Adjectives: (Energy-efficient houses are more sustainable than traditional ones. This resort is the most affordable option for a family holiday). - “Same as”, “the same”: (This housing innovation is the same as the one introduced last year. This furniture in our new house is the same in our previous house). - “As... as”: (This holiday was just as memorable as our previous trip). - “Like”, “Alike”, “Slightly”: (The future houses look like something from a sci-fi film. The two resorts we considered look alike in terms of their amenities. This solar-powered device is slightly more expensive than the older model). </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.7.4.L1. Students can prepare and get ready for listening (to)/watching about the current content on “family life and home with future houses; family members’ plans (for the future)”. ENG.7.4.L2. Students can bring together the information in the current content on “family life and home with future houses; family members’ plans (for the future)”. ENG.7.4.L3. Students can make sense of and derive meaning from the current content on “family life and home with future houses; family members’ plans (for the future)”. ENG.7.4.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “family life and home with future houses; family members’ plans (for the future)” in relation to themselves or others, both individually and/or with others. ENG.7.4.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “family life and home with future houses; family members’ plans (for the future)” to develop holistic and conscious pronunciation skills after recognising them in context. ENG.7.4.R1. Students can prepare for reading the content on “family life and home with future houses; family members’ plans (for the future)” efficiently and effectively. ENG.7.4.R2. Students can bring information together about the current content on “family life and home with future houses; family members’ plans (for the future)” through skimming, scanning, and detailed reading. ENG.7.4.R3. Students can make sense of and derive meaning from the current content on “family life and home with future houses; family members’ plans (for the future)”. ENG.7.4.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “family life and home with future houses; family members’ plans (for the future)” in relation to themselves or others, both individually and/or with others. ENG.7.4.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “family life and home with future houses; family members’ plans (for the future)” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.7.4.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “family life and home with future houses; family members’ plans (for the future)”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.7.4.L1. a) Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. b) Students identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). c) Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. d) Students make rational predictions about the current content by looking at the supplementary visual elements provided. ENG.7.4.L2. a) Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. b) Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. ENG.7.4.L3. a) Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. b) Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. c) Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. d) Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. e) Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. f) Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. g) Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. h) Students position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way. ENG.7.4.L4. a) Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. c) Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. ENG.7.4.P1. a) Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. b) Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. c) Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. d) Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. e) Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. f) Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. ENG.7.4.R1. a) Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. b) Studentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content. c) Students make strong preliminary predictions about the current content based on explored and recognised relationships. d) Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. ENG.7.4.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.7.4.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.7.4.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.7.4.V1. a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. k) Studentsmakeuseofthetargetwordsofthecurrentthemeinarangeofsemanticallyassociated contextual activities and tasks accurately, naturally, authentically, and appropriately. l) Students make use of the target words of the current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others.</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, V2. Family Integrity, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5.Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">7</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: “Future houses; family members’ plans (for the future)” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for future houses: Nouns: Recognition, timing, a variation, housing, appliances, priority, household, innovation, panels, usage, ventilation, insulation. Verbs: To adapt, to automate, to reckon, to impress, to install, to innovate, to generate, to house, to integrate, to renovate, to optimise, to ensure. Adjectives: Energy-efficient, shocking, sophisticated, valid, extraordinary, impressed, sustainable, renewable, solar. Adverbs: Shortly, somehow, sometime, steadily, widely, automatically. Vocabulary for family members’ plans for the future (holidays etc): Nouns: Finance, an expectation, a budget, a resort, bookings, preparation, preference, a bed and breakfast, a travel agency, a voyage. Verbs: To accommodate, to relieve, to negotiate, to budget, to reserve, to finalise. Adjectives: Relieved, affordable, weekly, detailed, memorable, excursion, all-inclusive. Adverbs: Altogether, slightly, effectively. Target Grammatical Structures in Use: -Passive Voice of Modals in Present (can, could, might, may, must, should) for daily speech: (The appliances can be automated easily. The holiday bookings could be finalised by tomorrow). - “Comparative and Superlative Adjectives: (Energy-efficient houses are more sustainable than traditional ones. This resort is the most affordable option for a family holiday). - “Same as”, “the same”: (This housing innovation is the same as the one introduced last year. This furniture in our new house is the same in our previous house). - “As... as”: (This holiday was just as memorable as our previous trip). - “Like”, “Alike”, “Slightly”: (The future houses look like something from a sci-fi film. The two resorts we considered look alike in terms of their amenities. This solar-powered device is slightly more expensive than the older model). </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.7.4.L1. Students can prepare and get ready for listening (to)/watching about the current content on “family life and home with future houses; family members’ plans (for the future)”. ENG.7.4.L2. Students can bring together the information in the current content on “family life and home with future houses; family members’ plans (for the future)”. ENG.7.4.L3. Students can make sense of and derive meaning from the current content on “family life and home with future houses; family members’ plans (for the future)”. ENG.7.4.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “family life and home with future houses; family members’ plans (for the future)” in relation to themselves or others, both individually and/or with others. ENG.7.4.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “family life and home with future houses; family members’ plans (for the future)” to develop holistic and conscious pronunciation skills after recognising them in context. ENG.7.4.R1. Students can prepare for reading the content on “family life and home with future houses; family members’ plans (for the future)” efficiently and effectively. ENG.7.4.R2. Students can bring information together about the current content on “family life and home with future houses; family members’ plans (for the future)” through skimming, scanning, and detailed reading. ENG.7.4.R3. Students can make sense of and derive meaning from the current content on “family life and home with future houses; family members’ plans (for the future)”. ENG.7.4.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “family life and home with future houses; family members’ plans (for the future)” in relation to themselves or others, both individually and/or with others. ENG.7.4.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “family life and home with future houses; family members’ plans (for the future)” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.7.4.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “family life and home with future houses; family members’ plans (for the future)”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.7.4.L1. a) Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. b) Students identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). c) Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. d) Students make rational predictions about the current content by looking at the supplementary visual elements provided. ENG.7.4.L2. a) Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. b) Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. ENG.7.4.L3. a) Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. b) Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. c) Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. d) Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. e) Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. f) Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. g) Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. h) Students position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way. ENG.7.4.L4. a) Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. c) Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. ENG.7.4.P1. a) Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. b) Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. c) Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. d) Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. e) Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. f) Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. ENG.7.4.R1. a) Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. b) Studentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content. c) Students make strong preliminary predictions about the current content based on explored and recognised relationships. d) Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. ENG.7.4.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.7.4.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.7.4.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.7.4.V1. a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. k) Studentsmakeuseofthetargetwordsofthecurrentthemeinarangeofsemanticallyassociated contextual activities and tasks accurately, naturally, authentically, and appropriately. l) Students make use of the target words of the current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others.</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, V2. Family Integrity, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5.Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </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;">7</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;">7</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;">7</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;"> Functions of the Grammatical Structures in Use: -Use of Passive Voice of Modals in Present (can, could, might, may, must, should) for Daily Speech: Describing possibilities, expressing necessity or obligation, making suggestions or giving advice by indicating uncertainty or speculation. -Use of “Comparative and Superlative” Adjectives: Expressing degrees of differences or comparisons between (and among) people, things, thoughts, and ideas. -Use of “Same as” and “the Same”: Expressing similarity or equality between two or more people, things, thoughts, and ideas. -Use of “as... as”: Describing and emphasising the degree of similarity between two people, situations, and things. -Use of like, alike, slightly: Expressing similarities and (small) differences between people, things, thoughts, and ideas. Target Social Language in Use: What’s the plan for tea tonight? I’ll take the rubbish out later! I’ll take care of the washing up! We’re starting a new chapter as a family by moving to another city! Target Phonological Sounds in Use: a, b, c, d, e Vowels: a, e Consonants: b, c, d Vowels: a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/); e: (/e/; /i:/, /ə/, silent /e/) Consonant: 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 theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.7.4.W1. Students can prepare for writing efficiently and accurately based on the current content about “family life and home with future houses; family members’ plans (for the future)”. ENG.7.4.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “family life and home with future houses; family members’ plans (for the future)”. ENG.7.4.W3. Students can construct new written content on “family life and home with future houses; family members’ plans (for the future)” based on their understanding of the model(s) provided. ENG.7.4.W4. Students can practise producing written content based on the current theme “family life and home with future houses; family members’ plans (for the future)”. ENG.7.4.W5. Students can engage in the process of writing related to the content on “family life and home with future houses; family members’ plans (for the future)”. ENG.7.4.W6. Students can reconstruct their writing about the current theme on “family life and home with future houses; family members’ plans (for the future)” to communicate effectively about it. ENG.7.4.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “family life and home with future houses; family members’ plans (for the future)” in relation to themselves or others, both individually and/or with others. ENG.7.4.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “family life and home with future houses; family members’ plans (for the future)”. ENG.7.4.S2. Students can analyse and understand the model content related to “family life and home with future houses; family members’ plans (for the future)” to support the production of spoken language. ENG.7.4.S3. Students can produce meaningful and accurate spoken content related to the current theme on “family life and home with future houses; family members’ plans (for the future)”. ENG.7.4.S4. Students can construct meaningful spoken content about “family life and home with future houses; family members’ plans (for the future)” through efficient and meaningful practice. ENG.7.4.S5. Students can reconstruct the information about “family life and home with future houses; family members’ plans (for the future)” when communicating with others. ENG.7.4.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “family life and home with future houses; family members’ plans (for the future)” in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.7.4.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. j) Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules. ENG.7.4.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.7.4.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.7.4.W3. Students can construct new written content on “family life and home with future houses; family members’ plans (for the future)” based on their understanding of the model(s) provided. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.7.4.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.7.4.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.7.4.W6. a) Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. b) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.7.4.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process. ENG.7.4.S1. a) Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. ENG.7.4.S2. a) Students grasp what the provided model/example is about with the help of audio, visual, and/ or written elements after listening, watching, and/or reading the current content. ENG.7.4.S3. a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. ENG.7.4.S4. a) Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. b) Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. c) Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. d) Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. e) Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. ENG.7.4.S5. a) Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. b) Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. ENG.7.4.S6. a) Students reveal their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current speaking-expression content and process. b) Students share their personal knowledge, experiences, thoughts, and feelings that they critically review in relation to the current speaking-expression content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current speaking-expression content and process.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V2. Family Integrity, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5.Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </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;">7</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;"> Functions of the Grammatical Structures in Use: -Use of Passive Voice of Modals in Present (can, could, might, may, must, should) for Daily Speech: Describing possibilities, expressing necessity or obligation, making suggestions or giving advice by indicating uncertainty or speculation. -Use of “Comparative and Superlative” Adjectives: Expressing degrees of differences or comparisons between (and among) people, things, thoughts, and ideas. -Use of “Same as” and “the Same”: Expressing similarity or equality between two or more people, things, thoughts, and ideas. -Use of “as... as”: Describing and emphasising the degree of similarity between two people, situations, and things. -Use of like, alike, slightly: Expressing similarities and (small) differences between people, things, thoughts, and ideas. Target Social Language in Use: What’s the plan for tea tonight? I’ll take the rubbish out later! I’ll take care of the washing up! We’re starting a new chapter as a family by moving to another city! Target Phonological Sounds in Use: a, b, c, d, e Vowels: a, e Consonants: b, c, d Vowels: a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/); e: (/e/; /i:/, /ə/, silent /e/) Consonant: 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 theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.7.4.W1. Students can prepare for writing efficiently and accurately based on the current content about “family life and home with future houses; family members’ plans (for the future)”. ENG.7.4.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “family life and home with future houses; family members’ plans (for the future)”. ENG.7.4.W3. Students can construct new written content on “family life and home with future houses; family members’ plans (for the future)” based on their understanding of the model(s) provided. ENG.7.4.W4. Students can practise producing written content based on the current theme “family life and home with future houses; family members’ plans (for the future)”. ENG.7.4.W5. Students can engage in the process of writing related to the content on “family life and home with future houses; family members’ plans (for the future)”. ENG.7.4.W6. Students can reconstruct their writing about the current theme on “family life and home with future houses; family members’ plans (for the future)” to communicate effectively about it. ENG.7.4.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “family life and home with future houses; family members’ plans (for the future)” in relation to themselves or others, both individually and/or with others. ENG.7.4.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “family life and home with future houses; family members’ plans (for the future)”. ENG.7.4.S2. Students can analyse and understand the model content related to “family life and home with future houses; family members’ plans (for the future)” to support the production of spoken language. ENG.7.4.S3. Students can produce meaningful and accurate spoken content related to the current theme on “family life and home with future houses; family members’ plans (for the future)”. ENG.7.4.S4. Students can construct meaningful spoken content about “family life and home with future houses; family members’ plans (for the future)” through efficient and meaningful practice. ENG.7.4.S5. Students can reconstruct the information about “family life and home with future houses; family members’ plans (for the future)” when communicating with others. ENG.7.4.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “family life and home with future houses; family members’ plans (for the future)” in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.7.4.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. j) Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules. ENG.7.4.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.7.4.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.7.4.W3. Students can construct new written content on “family life and home with future houses; family members’ plans (for the future)” based on their understanding of the model(s) provided. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.7.4.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.7.4.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.7.4.W6. a) Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. b) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.7.4.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process. ENG.7.4.S1. a) Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. ENG.7.4.S2. a) Students grasp what the provided model/example is about with the help of audio, visual, and/ or written elements after listening, watching, and/or reading the current content. ENG.7.4.S3. a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. ENG.7.4.S4. a) Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. b) Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. c) Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. d) Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. e) Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. ENG.7.4.S5. a) Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. b) Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. ENG.7.4.S6. a) Students reveal their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current speaking-expression content and process. b) Students share their personal knowledge, experiences, thoughts, and feelings that they critically review in relation to the current speaking-expression content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current speaking-expression content and process.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V2. Family Integrity, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5.Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </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;">7</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: “Helping people in need in the neighbourhood and the city technology in cities and rural areas Target Vocabulary in Use (with revisional vocabulary): Vocabulary for helping people in need in the neighbourhood and the city: Nouns: A fundraiser, a homeless shelter, a foundation, an ambulance, a mayor, a disability, a donation, a concern, assistance, relief, partnership, crisis, initiatives, voluntary work. Verbs: To provide support, to step in, to take action, to raise awareness, to concern, to struggle, to distribute. Adjectives: Homeless, empathetic, compassionate, inclusive, rewarding, proud. Vocabulary for technology in cities and rural areas: Nouns: A solar panel, a drone, sustainability, transportation, public Wi-Fi, a screening, infrastructure, innovation, urban, workplace, coverage, approach. Verbs: To install, to monitor, to improve, to enhance, to implement, to transform, to integrate, to adapt, to approach. Adjectives: Rural, technological, innovative, sustainable, efficient. Target Grammatical Structures in Use: -Passive Voice in the Past Tenses (for Narration and daily Conversations): (A disability movement was introduced by the mayor of the city). -Active Causative (to have someone do something (V1)): We have the charity organisation distribute the food to homeless people. -Passive Causative (to have something done (Past Participle-V3) by someone): (We had the food distributed to the homeless (by the charity)). -Be able to (in the Past and Present Perfect Tense): (I was able to escape from the fire last year. I haven’t been able to see her in the hospital since the accident). Functions of the Grammatical Structures in Use: -Use of Passive Voice in the Past Tenses (for Narration and Daily Conversations): Describing actions or events in the past where the focus is on the outcome or what happened, rather than who performed the action. -Use of Active Causatives (to have someone do something): Describing situations where someone arranges or causes another person to do something for them. -Use of Passive Causatives (to have something done): Expressing that a person arranges for something to be done. The focus is on the action or result, not on who does it. -Use of “Be Able to” (in the Past and Present Perfect Tense): Describing ability for completed actions and continuation or the result of this ability over time. Target Social Language in Use: Check this out! The family fell on hard times when their father lost his job! They are poor so they try to make ends meet! The charity is feeding the hungry and caring for them. Target Phonological Sounds in Use: f, g, h, i, 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.7.5.L1. Students can prepare and get ready for listening (to)/watching about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.L2. Students can bring together the information in the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.L3. Students can make sense of and derive meaning from the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/ or with others. ENG.7.5.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” to develop holistic and conscious pronunciation skills after recognising them in context. ENG.7.5.R1. Students can prepare for reading the content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” efficiently and effectively. ENG.7.5.R2. Students can bring information together about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” through skimming, scanning and detailed reading. ENG.7.5.R3. Students can make sense of and derive meaning from the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/or with others. ENG.7.5.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.7.5.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.7.5.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.W3. Students can construct new written content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” based on their understanding of the model(s) provided. ENG.7.5.W4. Students can practise producing written content based on the current theme “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.W5. Students can engage in the process of writing related to the content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.W6. Students can reconstruct their writing about the current theme on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” to communicate effectively about it. ENG.7.5.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/or with others. ENG.7.5.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.S2. Students can analyse and understand the model content related to “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” to support the production of spoken language. ENG.7.5.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.S4. Students can construct meaningful spoken content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” through efficient and meaningful practice. ENG.7.5.S5.Students can reconstruct the information about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” when communicating with others. ENG.7.5.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” 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.7.5.L1. a) Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. b) Students identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). c) Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. d) Students make rational predictions about the current content by looking at the supplementary visual elements provided. ENG.7.5.L2. a) Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. b) Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. ENG.7.5.L3. a) Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. b) Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. c) Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. d) Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. e) Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. f) Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. g) Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. h) Students position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way. ENG.7.5.L4. a) Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. c) Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. ENG.7.5.P1. a) Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. b) Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. c) Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. d) Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. e) Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. f) Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. ENG.7.5.R1. a) Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. b) Studentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, past experiences and clues to current content. c) Students make strong preliminary predictions about the current content based on explored and recognised relationships. d) Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. ENG.7.5.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.7.5.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.7.5.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.7.5.V1. a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. k) Studentsmakeuseofthetargetwordsofthecurrentthemeinarangeofsemanticallyassociated contextual activities and tasks accurately, naturally, authentically, and appropriately. l) Students make use of the target words of the current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. ENG.7.5.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. j) Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules. ENG.7.5.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.7.5.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.7.5.W3. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.7.5.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.7.5.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.7.5.W6. a) Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. b) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.7.5.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process. ENG.7.5.S1. a) Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. ENG.7.5.S2. a) Students grasp what the provided model/example is about with the help of audio, visual, and/ or written elements after listening, watching, and/or reading the current content. ENG.7.5.S3. a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. ENG.7.5.S4. a) Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. b) Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. c) Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. d) Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. e) Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. ENG.7.5.S5. a) Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. b) Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. ENG.7.5.S6. a) Students reveal their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current speaking-expression content and process. b) Students share their personal knowledge, experiences, thoughts, and feelings that they critically review in relation to the current speaking-expression content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current speaking-expression content and process.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ŞUBAT </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 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;">7</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: “Helping people in need in the neighbourhood and the city technology in cities and rural areas Target Vocabulary in Use (with revisional vocabulary): Vocabulary for helping people in need in the neighbourhood and the city: Nouns: A fundraiser, a homeless shelter, a foundation, an ambulance, a mayor, a disability, a donation, a concern, assistance, relief, partnership, crisis, initiatives, voluntary work. Verbs: To provide support, to step in, to take action, to raise awareness, to concern, to struggle, to distribute. Adjectives: Homeless, empathetic, compassionate, inclusive, rewarding, proud. Vocabulary for technology in cities and rural areas: Nouns: A solar panel, a drone, sustainability, transportation, public Wi-Fi, a screening, infrastructure, innovation, urban, workplace, coverage, approach. Verbs: To install, to monitor, to improve, to enhance, to implement, to transform, to integrate, to adapt, to approach. Adjectives: Rural, technological, innovative, sustainable, efficient. Target Grammatical Structures in Use: -Passive Voice in the Past Tenses (for Narration and daily Conversations): (A disability movement was introduced by the mayor of the city). -Active Causative (to have someone do something (V1)): We have the charity organisation distribute the food to homeless people. -Passive Causative (to have something done (Past Participle-V3) by someone): (We had the food distributed to the homeless (by the charity)). -Be able to (in the Past and Present Perfect Tense): (I was able to escape from the fire last year. I haven’t been able to see her in the hospital since the accident). Functions of the Grammatical Structures in Use: -Use of Passive Voice in the Past Tenses (for Narration and Daily Conversations): Describing actions or events in the past where the focus is on the outcome or what happened, rather than who performed the action. -Use of Active Causatives (to have someone do something): Describing situations where someone arranges or causes another person to do something for them. -Use of Passive Causatives (to have something done): Expressing that a person arranges for something to be done. The focus is on the action or result, not on who does it. -Use of “Be Able to” (in the Past and Present Perfect Tense): Describing ability for completed actions and continuation or the result of this ability over time. Target Social Language in Use: Check this out! The family fell on hard times when their father lost his job! They are poor so they try to make ends meet! The charity is feeding the hungry and caring for them. Target Phonological Sounds in Use: f, g, h, i, 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.7.5.L1. Students can prepare and get ready for listening (to)/watching about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.L2. Students can bring together the information in the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.L3. Students can make sense of and derive meaning from the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/ or with others. ENG.7.5.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” to develop holistic and conscious pronunciation skills after recognising them in context. ENG.7.5.R1. Students can prepare for reading the content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” efficiently and effectively. ENG.7.5.R2. Students can bring information together about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” through skimming, scanning and detailed reading. ENG.7.5.R3. Students can make sense of and derive meaning from the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/or with others. ENG.7.5.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.7.5.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.7.5.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.W3. Students can construct new written content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” based on their understanding of the model(s) provided. ENG.7.5.W4. Students can practise producing written content based on the current theme “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.W5. Students can engage in the process of writing related to the content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.W6. Students can reconstruct their writing about the current theme on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” to communicate effectively about it. ENG.7.5.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/or with others. ENG.7.5.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.S2. Students can analyse and understand the model content related to “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” to support the production of spoken language. ENG.7.5.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.S4. Students can construct meaningful spoken content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” through efficient and meaningful practice. ENG.7.5.S5.Students can reconstruct the information about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” when communicating with others. ENG.7.5.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” 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.7.5.L1. a) Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. b) Students identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). c) Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. d) Students make rational predictions about the current content by looking at the supplementary visual elements provided. ENG.7.5.L2. a) Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. b) Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. ENG.7.5.L3. a) Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. b) Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. c) Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. d) Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. e) Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. f) Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. g) Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. h) Students position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way. ENG.7.5.L4. a) Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. c) Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. ENG.7.5.P1. a) Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. b) Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. c) Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. d) Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. e) Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. f) Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. ENG.7.5.R1. a) Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. b) Studentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, past experiences and clues to current content. c) Students make strong preliminary predictions about the current content based on explored and recognised relationships. d) Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. ENG.7.5.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.7.5.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.7.5.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.7.5.V1. a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. k) Studentsmakeuseofthetargetwordsofthecurrentthemeinarangeofsemanticallyassociated contextual activities and tasks accurately, naturally, authentically, and appropriately. l) Students make use of the target words of the current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. ENG.7.5.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. j) Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules. ENG.7.5.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.7.5.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.7.5.W3. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.7.5.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.7.5.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.7.5.W6. a) Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. b) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.7.5.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process. ENG.7.5.S1. a) Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. ENG.7.5.S2. a) Students grasp what the provided model/example is about with the help of audio, visual, and/ or written elements after listening, watching, and/or reading the current content. ENG.7.5.S3. a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. ENG.7.5.S4. a) Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. b) Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. c) Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. d) Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. e) Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. ENG.7.5.S5. a) Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. b) Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. ENG.7.5.S6. a) Students reveal their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current speaking-expression content and process. b) Students share their personal knowledge, experiences, thoughts, and feelings that they critically review in relation to the current speaking-expression content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current speaking-expression content and process.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">7</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: “Helping people in need in the neighbourhood and the city technology in cities and rural areas Target Vocabulary in Use (with revisional vocabulary): Vocabulary for helping people in need in the neighbourhood and the city: Nouns: A fundraiser, a homeless shelter, a foundation, an ambulance, a mayor, a disability, a donation, a concern, assistance, relief, partnership, crisis, initiatives, voluntary work. Verbs: To provide support, to step in, to take action, to raise awareness, to concern, to struggle, to distribute. Adjectives: Homeless, empathetic, compassionate, inclusive, rewarding, proud. Vocabulary for technology in cities and rural areas: Nouns: A solar panel, a drone, sustainability, transportation, public Wi-Fi, a screening, infrastructure, innovation, urban, workplace, coverage, approach. Verbs: To install, to monitor, to improve, to enhance, to implement, to transform, to integrate, to adapt, to approach. Adjectives: Rural, technological, innovative, sustainable, efficient. Target Grammatical Structures in Use: -Passive Voice in the Past Tenses (for Narration and daily Conversations): (A disability movement was introduced by the mayor of the city). -Active Causative (to have someone do something (V1)): We have the charity organisation distribute the food to homeless people. -Passive Causative (to have something done (Past Participle-V3) by someone): (We had the food distributed to the homeless (by the charity)). -Be able to (in the Past and Present Perfect Tense): (I was able to escape from the fire last year. I haven’t been able to see her in the hospital since the accident). Functions of the Grammatical Structures in Use: -Use of Passive Voice in the Past Tenses (for Narration and Daily Conversations): Describing actions or events in the past where the focus is on the outcome or what happened, rather than who performed the action. -Use of Active Causatives (to have someone do something): Describing situations where someone arranges or causes another person to do something for them. -Use of Passive Causatives (to have something done): Expressing that a person arranges for something to be done. The focus is on the action or result, not on who does it. -Use of “Be Able to” (in the Past and Present Perfect Tense): Describing ability for completed actions and continuation or the result of this ability over time. Target Social Language in Use: Check this out! The family fell on hard times when their father lost his job! They are poor so they try to make ends meet! The charity is feeding the hungry and caring for them. Target Phonological Sounds in Use: f, g, h, i, 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.7.5.L1. Students can prepare and get ready for listening (to)/watching about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.L2. Students can bring together the information in the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.L3. Students can make sense of and derive meaning from the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/ or with others. ENG.7.5.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” to develop holistic and conscious pronunciation skills after recognising them in context. ENG.7.5.R1. Students can prepare for reading the content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” efficiently and effectively. ENG.7.5.R2. Students can bring information together about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” through skimming, scanning and detailed reading. ENG.7.5.R3. Students can make sense of and derive meaning from the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/or with others. ENG.7.5.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.7.5.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.7.5.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.W3. Students can construct new written content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” based on their understanding of the model(s) provided. ENG.7.5.W4. Students can practise producing written content based on the current theme “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.W5. Students can engage in the process of writing related to the content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.W6. Students can reconstruct their writing about the current theme on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” to communicate effectively about it. ENG.7.5.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/or with others. ENG.7.5.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.S2. Students can analyse and understand the model content related to “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” to support the production of spoken language. ENG.7.5.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.S4. Students can construct meaningful spoken content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” through efficient and meaningful practice. ENG.7.5.S5.Students can reconstruct the information about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” when communicating with others. ENG.7.5.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” 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.7.5.L1. a) Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. b) Students identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). c) Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. d) Students make rational predictions about the current content by looking at the supplementary visual elements provided. ENG.7.5.L2. a) Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. b) Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. ENG.7.5.L3. a) Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. b) Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. c) Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. d) Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. e) Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. f) Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. g) Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. h) Students position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way. ENG.7.5.L4. a) Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. c) Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. ENG.7.5.P1. a) Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. b) Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. c) Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. d) Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. e) Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. f) Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. ENG.7.5.R1. a) Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. b) Studentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, past experiences and clues to current content. c) Students make strong preliminary predictions about the current content based on explored and recognised relationships. d) Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. ENG.7.5.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.7.5.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.7.5.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.7.5.V1. a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. k) Studentsmakeuseofthetargetwordsofthecurrentthemeinarangeofsemanticallyassociated contextual activities and tasks accurately, naturally, authentically, and appropriately. l) Students make use of the target words of the current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. ENG.7.5.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. j) Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules. ENG.7.5.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.7.5.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.7.5.W3. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.7.5.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.7.5.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.7.5.W6. a) Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. b) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.7.5.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process. ENG.7.5.S1. a) Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. ENG.7.5.S2. a) Students grasp what the provided model/example is about with the help of audio, visual, and/ or written elements after listening, watching, and/or reading the current content. ENG.7.5.S3. a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. ENG.7.5.S4. a) Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. b) Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. c) Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. d) Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. e) Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. ENG.7.5.S5. a) Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. b) Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. ENG.7.5.S6. a) Students reveal their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current speaking-expression content and process. b) Students share their personal knowledge, experiences, thoughts, and feelings that they critically review in relation to the current speaking-expression content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current speaking-expression content and process.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">7</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: “Helping people in need in the neighbourhood and the city technology in cities and rural areas Target Vocabulary in Use (with revisional vocabulary): Vocabulary for helping people in need in the neighbourhood and the city: Nouns: A fundraiser, a homeless shelter, a foundation, an ambulance, a mayor, a disability, a donation, a concern, assistance, relief, partnership, crisis, initiatives, voluntary work. Verbs: To provide support, to step in, to take action, to raise awareness, to concern, to struggle, to distribute. Adjectives: Homeless, empathetic, compassionate, inclusive, rewarding, proud. Vocabulary for technology in cities and rural areas: Nouns: A solar panel, a drone, sustainability, transportation, public Wi-Fi, a screening, infrastructure, innovation, urban, workplace, coverage, approach. Verbs: To install, to monitor, to improve, to enhance, to implement, to transform, to integrate, to adapt, to approach. Adjectives: Rural, technological, innovative, sustainable, efficient. Target Grammatical Structures in Use: -Passive Voice in the Past Tenses (for Narration and daily Conversations): (A disability movement was introduced by the mayor of the city). -Active Causative (to have someone do something (V1)): We have the charity organisation distribute the food to homeless people. -Passive Causative (to have something done (Past Participle-V3) by someone): (We had the food distributed to the homeless (by the charity)). -Be able to (in the Past and Present Perfect Tense): (I was able to escape from the fire last year. I haven’t been able to see her in the hospital since the accident). Functions of the Grammatical Structures in Use: -Use of Passive Voice in the Past Tenses (for Narration and Daily Conversations): Describing actions or events in the past where the focus is on the outcome or what happened, rather than who performed the action. -Use of Active Causatives (to have someone do something): Describing situations where someone arranges or causes another person to do something for them. -Use of Passive Causatives (to have something done): Expressing that a person arranges for something to be done. The focus is on the action or result, not on who does it. -Use of “Be Able to” (in the Past and Present Perfect Tense): Describing ability for completed actions and continuation or the result of this ability over time. Target Social Language in Use: Check this out! The family fell on hard times when their father lost his job! They are poor so they try to make ends meet! The charity is feeding the hungry and caring for them. Target Phonological Sounds in Use: f, g, h, i, 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.7.5.L1. Students can prepare and get ready for listening (to)/watching about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.L2. Students can bring together the information in the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.L3. Students can make sense of and derive meaning from the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/ or with others. ENG.7.5.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” to develop holistic and conscious pronunciation skills after recognising them in context. ENG.7.5.R1. Students can prepare for reading the content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” efficiently and effectively. ENG.7.5.R2. Students can bring information together about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” through skimming, scanning and detailed reading. ENG.7.5.R3. Students can make sense of and derive meaning from the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/or with others. ENG.7.5.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.7.5.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.7.5.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.W3. Students can construct new written content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” based on their understanding of the model(s) provided. ENG.7.5.W4. Students can practise producing written content based on the current theme “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.W5. Students can engage in the process of writing related to the content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.W6. Students can reconstruct their writing about the current theme on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” to communicate effectively about it. ENG.7.5.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/or with others. ENG.7.5.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.S2. Students can analyse and understand the model content related to “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” to support the production of spoken language. ENG.7.5.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”. ENG.7.5.S4. Students can construct meaningful spoken content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” through efficient and meaningful practice. ENG.7.5.S5.Students can reconstruct the information about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” when communicating with others. ENG.7.5.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” 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.7.5.L1. a) Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. b) Students identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). c) Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. d) Students make rational predictions about the current content by looking at the supplementary visual elements provided. ENG.7.5.L2. a) Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. b) Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. ENG.7.5.L3. a) Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. b) Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. c) Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. d) Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. e) Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. f) Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. g) Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. h) Students position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way. ENG.7.5.L4. a) Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. c) Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. ENG.7.5.P1. a) Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. b) Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. c) Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. d) Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. e) Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. f) Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. ENG.7.5.R1. a) Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. b) Studentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, past experiences and clues to current content. c) Students make strong preliminary predictions about the current content based on explored and recognised relationships. d) Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. ENG.7.5.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.7.5.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.7.5.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.7.5.V1. a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. k) Studentsmakeuseofthetargetwordsofthecurrentthemeinarangeofsemanticallyassociated contextual activities and tasks accurately, naturally, authentically, and appropriately. l) Students make use of the target words of the current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. ENG.7.5.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. j) Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules. ENG.7.5.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.7.5.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.7.5.W3. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.7.5.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.7.5.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.7.5.W6. a) Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. b) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.7.5.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process. ENG.7.5.S1. a) Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. ENG.7.5.S2. a) Students grasp what the provided model/example is about with the help of audio, visual, and/ or written elements after listening, watching, and/or reading the current content. ENG.7.5.S3. a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. ENG.7.5.S4. a) Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. b) Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. c) Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. d) Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. e) Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. ENG.7.5.S5. a) Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. b) Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. ENG.7.5.S6. a) Students reveal their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current speaking-expression content and process. b) Students share their personal knowledge, experiences, thoughts, and feelings that they critically review in relation to the current speaking-expression content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current speaking-expression content and process.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Bilim ve Teknoloji Haftası, İstiklâl Marşı'nın Kabulü ve Mehmet Akif Ersoy'u Anma Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MART </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 28. Hafta: </div> <div> 16-20 Mart </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">7</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2nd MIDTERM BREAK: 16-20 March 2026</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 2nd MIDTERM BREAK: 16-20 March 2026 </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 2nd MIDTERM BREAK: 16-20 March 2026</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2nd MIDTERM BREAK: 16-20 March 2026</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;"> 2nd MIDTERM BREAK: 16-20 March 2026 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 2nd MIDTERM BREAK: 16-20 March 2026 </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;">7</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EID AL-RAMADAN (19-20-21 AND 22 MARCH 2026) 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;"> EID AL-RAMADAN (19-20-21 AND 22 MARCH 2026) Sub-themes: “Healthy food and unhealthy food in the world (ecological food) and international sports, films, and musical events” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for healthy food and unhealthy food in the world (ecological food); Nouns: A balanced diet, consumption, protein, organic food, fibre-rich food, processed meats, nutrition, junk food, trans fats, agriculture, organic farming, greenhouse, compost, crops, a tournament, an initiative, diversity, a sponsor, significance, concern, recognition, fresh herbs, archery. Verbs: To overeat, to snack, to broadcast, to reduce, to contain, to consume Adjectives: Pesticide-free, sporting, awareness, sustainable, incredible. Vocabulary for cultural diversity and international sports, films and musical events: Nouns: A medal, a firework, a multicultural society, a cultural exchange, a cultural diversity, sports fans, a world champion, a winning team, a sports tournament, globalisation, screenings, unity, a participant, a planet, additives. Verbs: To unite, to inspire, to preserve, to embrace, to promote, to glance. Adjectives: Artistic, representative, upcoming, proud. Target Grammatical Structures in Use: - “Passive Voice in Future Tenses: (The new TV series will be broadcasted next month on a national TV channel). -The Future Progressive Tense: (She will be living in a multicultural society this time next year). - “Will get used to”: (Her parents will get used to having a balanced diet soon). -Complex Question Tags: (She will be attending a sports tournament next week, won’t she?) Functions of Target Language Grammar in Use: -Use of Passive Voice for Future Tenses: Describing future events or actions where the focus is on the outcome or the object of the action rather than the person or entity performing it. -Use of the Future Progressive Tense: Describing actions or events that will be happening at a particular time in the future that emphasise ongoing activity or progression. -Use of “Will get used to”: Expressing how someone will adapt or become accustomed to new habits, situations, or environments over time in the future. -Use of Complex Question Tags: Confirming information, checking understanding, and/or seeking agreement in complex sentence structures or with varying verb forms and auxiliaries. Target Social Language in Use: The sports event went viral as one of the best of the year! The concert was a feast for the senses! You are what you eat! An apple a day keeps the doctor away! Target Phonological Sounds in Use: Vowel: o Consonants: l, m, n, (ng), p 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;"> EID AL-RAMADAN (19-20-21 AND 22 MARCH 2026) OKUL TEMELLİ PLANLAMA* ENG.7.6.L1. Students can prepare and get ready for listening to/watching about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.L2. Students can bring together the information in the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.L3. Students can make sense of and derive meaning from the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening to)/watching process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others. ENG.7.6.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to develop holistic and conscious pronunciation skills after recognising them in context. ENG.7.6.R1. Students can prepare for reading the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” efficiently and effectively. ENG.7.6.R2. Students can bring information together about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” through skimming, scanning and detailed reading. ENG.7.6.R3. Students can make sense of and derive meaning from the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others. ENG.7.6.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.7.6.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.7.6.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.W3. Students can construct new written content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” based on their understanding of the model(s) provided. ENG.7.6.W4. Students can practise producing written content based on the current theme “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.W5. Students can engage in the process of writing related to the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.W6. Students can reconstruct their writing about the current theme on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to communicate effectively about it. ENG.7.6.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others ENG.7.6.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.S2. Students can analyse and understand the model content related to “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to support the production of spoken language. ENG.7.6.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.S4. Students can construct meaningful spoken content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” through efficient and meaningful practice. ENG.7.6.S5. Students can reconstruct the information about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” when communicating with others. ENG.7.6.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” 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-RAMADAN (19-20-21 AND 22 MARCH 2026) ENG.7.6.L1. a) Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. b) Students identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). c) Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. d) Students make rational predictions about the current content by looking at the supplementary visual elements provided. ENG.7.6.L2. a) Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. b) Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. ENG.7.6.L3. a) Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. b) Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. c) Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. d) Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. e) Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. f) Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. g) Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. h) Students position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way. ENG.7.6.L4. a) Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. c) Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. ENG.7.6.P1. a) Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. b) Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. c) Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. d) Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. e) Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. f) Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. ENG.7.6.R1. a) Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. b) Studentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content. c) Students make strong preliminary predictions about the current content based on explored and recognised relationships. d) Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. ENG.7.6.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.7.6.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.7.6.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.7.6.V1. a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watching the content carefully and/or read it silently to identify and underline/ circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. k) Studentsmakeuseofthetargetwordsofthecurrentthemeinarangeofsemanticallyassociated contextual activities and tasks accurately, naturally, authentically, and appropriately. l) Students make use ofthe targetwords ofthe current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. ENG.7.6.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identifies and those exemplified by the teacher or materials though careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target ‘grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules. ENG.7.6.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.7.6.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.7.6.W3. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.7.6.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriated to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriated ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.7.6.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.7.6.W6. a) Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. b) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.7.6.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process. ENG.7.6.S1. a) Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. ENG.7.6.S2. a) Students grasp what the provided model/example is about with the help of audio, visual, and/ or written elements after listening, watching, and/or reading the current content. ENG.7.6.S3. a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. ENG.7.6.S4. a) Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. b) Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. c) Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. d) Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. e) Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. ENG.7.6.S5. a) Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. b) Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. ENG.7.6.S6. a) Students reveal their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current speaking-expression content and process. b) Students share their personal knowledge, experiences, thoughts, and feelings that they critically review in relation to the current speaking-expression content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current speaking-expression content and process. g) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. h) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations.</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-RAMADAN (19-20-21 AND 22 MARCH 2026) V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EID AL-RAMADAN (19-20-21 AND 22 MARCH 2026) 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;"> 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;">7</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: “Healthy food and unhealthy food in the world (ecological food) and international sports, films, and musical events” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for healthy food and unhealthy food in the world (ecological food); Nouns: A balanced diet, consumption, protein, organic food, fibre-rich food, processed meats, nutrition, junk food, trans fats, agriculture, organic farming, greenhouse, compost, crops, a tournament, an initiative, diversity, a sponsor, significance, concern, recognition, fresh herbs, archery. Verbs: To overeat, to snack, to broadcast, to reduce, to contain, to consume Adjectives: Pesticide-free, sporting, awareness, sustainable, incredible. Vocabulary for cultural diversity and international sports, films and musical events: Nouns: A medal, a firework, a multicultural society, a cultural exchange, a cultural diversity, sports fans, a world champion, a winning team, a sports tournament, globalisation, screenings, unity, a participant, a planet, additives. Verbs: To unite, to inspire, to preserve, to embrace, to promote, to glance. Adjectives: Artistic, representative, upcoming, proud. Target Grammatical Structures in Use: - “Passive Voice in Future Tenses: (The new TV series will be broadcasted next month on a national TV channel). -The Future Progressive Tense: (She will be living in a multicultural society this time next year). - “Will get used to”: (Her parents will get used to having a balanced diet soon). -Complex Question Tags: (She will be attending a sports tournament next week, won’t she?) Functions of Target Language Grammar in Use: -Use of Passive Voice for Future Tenses: Describing future events or actions where the focus is on the outcome or the object of the action rather than the person or entity performing it. -Use of the Future Progressive Tense: Describing actions or events that will be happening at a particular time in the future that emphasise ongoing activity or progression. -Use of “Will get used to”: Expressing how someone will adapt or become accustomed to new habits, situations, or environments over time in the future. -Use of Complex Question Tags: Confirming information, checking understanding, and/or seeking agreement in complex sentence structures or with varying verb forms and auxiliaries. Target Social Language in Use: The sports event went viral as one of the best of the year! The concert was a feast for the senses! You are what you eat! An apple a day keeps the doctor away! Target Phonological Sounds in Use: Vowel: o Consonants: l, m, n, (ng), p 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.7.6.L1. Students can prepare and get ready for listening to/watching about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.L2. Students can bring together the information in the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.L3. Students can make sense of and derive meaning from the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening to)/watching process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others. ENG.7.6.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to develop holistic and conscious pronunciation skills after recognising them in context. ENG.7.6.R1. Students can prepare for reading the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” efficiently and effectively. ENG.7.6.R2. Students can bring information together about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” through skimming, scanning and detailed reading. ENG.7.6.R3. Students can make sense of and derive meaning from the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others. ENG.7.6.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.7.6.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.7.6.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.W3. Students can construct new written content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” based on their understanding of the model(s) provided. ENG.7.6.W4. Students can practise producing written content based on the current theme “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.W5. Students can engage in the process of writing related to the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.W6. Students can reconstruct their writing about the current theme on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to communicate effectively about it. ENG.7.6.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others ENG.7.6.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.S2. Students can analyse and understand the model content related to “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to support the production of spoken language. ENG.7.6.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.S4. Students can construct meaningful spoken content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” through efficient and meaningful practice. ENG.7.6.S5. Students can reconstruct the information about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” when communicating with others. ENG.7.6.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” 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.7.6.L1. a) Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. b) Students identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). c) Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. d) Students make rational predictions about the current content by looking at the supplementary visual elements provided. ENG.7.6.L2. a) Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. b) Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. ENG.7.6.L3. a) Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. b) Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. c) Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. d) Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. e) Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. f) Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. g) Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. h) Students position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way. ENG.7.6.L4. a) Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. c) Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. ENG.7.6.P1. a) Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. b) Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. c) Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. d) Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. e) Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. f) Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. ENG.7.6.R1. a) Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. b) Studentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content. c) Students make strong preliminary predictions about the current content based on explored and recognised relationships. d) Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. ENG.7.6.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.7.6.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.7.6.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.7.6.V1. a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watching the content carefully and/or read it silently to identify and underline/ circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. k) Studentsmakeuseofthetargetwordsofthecurrentthemeinarangeofsemanticallyassociated contextual activities and tasks accurately, naturally, authentically, and appropriately. l) Students make use ofthe targetwords ofthe current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. ENG.7.6.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identifies and those exemplified by the teacher or materials though careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target ‘grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules. ENG.7.6.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.7.6.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.7.6.W3. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.7.6.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriated to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriated ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.7.6.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.7.6.W6. a) Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. b) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.7.6.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process. ENG.7.6.S1. a) Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. ENG.7.6.S2. a) Students grasp what the provided model/example is about with the help of audio, visual, and/ or written elements after listening, watching, and/or reading the current content. ENG.7.6.S3. a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. ENG.7.6.S4. a) Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. b) Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. c) Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. d) Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. e) Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. ENG.7.6.S5. a) Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. b) Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. ENG.7.6.S6. a) Students reveal their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current speaking-expression content and process. b) Students share their personal knowledge, experiences, thoughts, and feelings that they critically review in relation to the current speaking-expression content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current speaking-expression content and process. g) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. h) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations.</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, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">7</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: “Healthy food and unhealthy food in the world (ecological food) and international sports, films, and musical events” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for healthy food and unhealthy food in the world (ecological food); Nouns: A balanced diet, consumption, protein, organic food, fibre-rich food, processed meats, nutrition, junk food, trans fats, agriculture, organic farming, greenhouse, compost, crops, a tournament, an initiative, diversity, a sponsor, significance, concern, recognition, fresh herbs, archery. Verbs: To overeat, to snack, to broadcast, to reduce, to contain, to consume Adjectives: Pesticide-free, sporting, awareness, sustainable, incredible. Vocabulary for cultural diversity and international sports, films and musical events: Nouns: A medal, a firework, a multicultural society, a cultural exchange, a cultural diversity, sports fans, a world champion, a winning team, a sports tournament, globalisation, screenings, unity, a participant, a planet, additives. Verbs: To unite, to inspire, to preserve, to embrace, to promote, to glance. Adjectives: Artistic, representative, upcoming, proud. Target Grammatical Structures in Use: - “Passive Voice in Future Tenses: (The new TV series will be broadcasted next month on a national TV channel). -The Future Progressive Tense: (She will be living in a multicultural society this time next year). - “Will get used to”: (Her parents will get used to having a balanced diet soon). -Complex Question Tags: (She will be attending a sports tournament next week, won’t she?) Functions of Target Language Grammar in Use: -Use of Passive Voice for Future Tenses: Describing future events or actions where the focus is on the outcome or the object of the action rather than the person or entity performing it. -Use of the Future Progressive Tense: Describing actions or events that will be happening at a particular time in the future that emphasise ongoing activity or progression. -Use of “Will get used to”: Expressing how someone will adapt or become accustomed to new habits, situations, or environments over time in the future. -Use of Complex Question Tags: Confirming information, checking understanding, and/or seeking agreement in complex sentence structures or with varying verb forms and auxiliaries. Target Social Language in Use: The sports event went viral as one of the best of the year! The concert was a feast for the senses! You are what you eat! An apple a day keeps the doctor away! Target Phonological Sounds in Use: Vowel: o Consonants: l, m, n, (ng), p 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.7.6.L1. Students can prepare and get ready for listening to/watching about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.L2. Students can bring together the information in the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.L3. Students can make sense of and derive meaning from the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening to)/watching process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others. ENG.7.6.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to develop holistic and conscious pronunciation skills after recognising them in context. ENG.7.6.R1. Students can prepare for reading the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” efficiently and effectively. ENG.7.6.R2. Students can bring information together about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” through skimming, scanning and detailed reading. ENG.7.6.R3. Students can make sense of and derive meaning from the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others. ENG.7.6.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.7.6.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.7.6.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.W3. Students can construct new written content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” based on their understanding of the model(s) provided. ENG.7.6.W4. Students can practise producing written content based on the current theme “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.W5. Students can engage in the process of writing related to the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.W6. Students can reconstruct their writing about the current theme on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to communicate effectively about it. ENG.7.6.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others ENG.7.6.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.S2. Students can analyse and understand the model content related to “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to support the production of spoken language. ENG.7.6.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.S4. Students can construct meaningful spoken content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” through efficient and meaningful practice. ENG.7.6.S5. Students can reconstruct the information about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” when communicating with others. ENG.7.6.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” 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.7.6.L1. a) Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. b) Students identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). c) Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. d) Students make rational predictions about the current content by looking at the supplementary visual elements provided. ENG.7.6.L2. a) Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. b) Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. ENG.7.6.L3. a) Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. b) Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. c) Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. d) Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. e) Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. f) Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. g) Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. h) Students position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way. ENG.7.6.L4. a) Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. c) Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. ENG.7.6.P1. a) Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. b) Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. c) Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. d) Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. e) Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. f) Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. ENG.7.6.R1. a) Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. b) Studentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content. c) Students make strong preliminary predictions about the current content based on explored and recognised relationships. d) Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. ENG.7.6.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.7.6.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.7.6.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.7.6.V1. a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watching the content carefully and/or read it silently to identify and underline/ circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. k) Studentsmakeuseofthetargetwordsofthecurrentthemeinarangeofsemanticallyassociated contextual activities and tasks accurately, naturally, authentically, and appropriately. l) Students make use ofthe targetwords ofthe current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. ENG.7.6.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identifies and those exemplified by the teacher or materials though careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target ‘grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules. ENG.7.6.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.7.6.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.7.6.W3. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.7.6.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriated to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriated ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.7.6.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.7.6.W6. a) Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. b) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.7.6.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process. ENG.7.6.S1. a) Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. ENG.7.6.S2. a) Students grasp what the provided model/example is about with the help of audio, visual, and/ or written elements after listening, watching, and/or reading the current content. ENG.7.6.S3. a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. ENG.7.6.S4. a) Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. b) Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. c) Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. d) Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. e) Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. ENG.7.6.S5. a) Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. b) Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. ENG.7.6.S6. a) Students reveal their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current speaking-expression content and process. b) Students share their personal knowledge, experiences, thoughts, and feelings that they critically review in relation to the current speaking-expression content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current speaking-expression content and process. g) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. h) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations.</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, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Kanser Haftası, Dünya Sağlık Günün/Dünya Sağlık Haftası, Kişisel Verileri Koruma Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> NİSAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 32. Hafta: </div> <div> 13-17 Nisan </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">7</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: “Healthy food and unhealthy food in the world (ecological food) and international sports, films, and musical events” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for healthy food and unhealthy food in the world (ecological food); Nouns: A balanced diet, consumption, protein, organic food, fibre-rich food, processed meats, nutrition, junk food, trans fats, agriculture, organic farming, greenhouse, compost, crops, a tournament, an initiative, diversity, a sponsor, significance, concern, recognition, fresh herbs, archery. Verbs: To overeat, to snack, to broadcast, to reduce, to contain, to consume Adjectives: Pesticide-free, sporting, awareness, sustainable, incredible. Vocabulary for cultural diversity and international sports, films and musical events: Nouns: A medal, a firework, a multicultural society, a cultural exchange, a cultural diversity, sports fans, a world champion, a winning team, a sports tournament, globalisation, screenings, unity, a participant, a planet, additives. Verbs: To unite, to inspire, to preserve, to embrace, to promote, to glance. Adjectives: Artistic, representative, upcoming, proud. Target Grammatical Structures in Use: - “Passive Voice in Future Tenses: (The new TV series will be broadcasted next month on a national TV channel). -The Future Progressive Tense: (She will be living in a multicultural society this time next year). - “Will get used to”: (Her parents will get used to having a balanced diet soon). -Complex Question Tags: (She will be attending a sports tournament next week, won’t she?) Functions of Target Language Grammar in Use: -Use of Passive Voice for Future Tenses: Describing future events or actions where the focus is on the outcome or the object of the action rather than the person or entity performing it. -Use of the Future Progressive Tense: Describing actions or events that will be happening at a particular time in the future that emphasise ongoing activity or progression. -Use of “Will get used to”: Expressing how someone will adapt or become accustomed to new habits, situations, or environments over time in the future. -Use of Complex Question Tags: Confirming information, checking understanding, and/or seeking agreement in complex sentence structures or with varying verb forms and auxiliaries. Target Social Language in Use: The sports event went viral as one of the best of the year! The concert was a feast for the senses! You are what you eat! An apple a day keeps the doctor away! Target Phonological Sounds in Use: Vowel: o Consonants: l, m, n, (ng), p 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.7.6.L1. Students can prepare and get ready for listening to/watching about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.L2. Students can bring together the information in the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.L3. Students can make sense of and derive meaning from the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening to)/watching process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others. ENG.7.6.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to develop holistic and conscious pronunciation skills after recognising them in context. ENG.7.6.R1. Students can prepare for reading the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” efficiently and effectively. ENG.7.6.R2. Students can bring information together about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” through skimming, scanning and detailed reading. ENG.7.6.R3. Students can make sense of and derive meaning from the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others. ENG.7.6.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.7.6.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.7.6.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.W3. Students can construct new written content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” based on their understanding of the model(s) provided. ENG.7.6.W4. Students can practise producing written content based on the current theme “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.W5. Students can engage in the process of writing related to the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.W6. Students can reconstruct their writing about the current theme on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to communicate effectively about it. ENG.7.6.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others ENG.7.6.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.S2. Students can analyse and understand the model content related to “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to support the production of spoken language. ENG.7.6.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”. ENG.7.6.S4. Students can construct meaningful spoken content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” through efficient and meaningful practice. ENG.7.6.S5. Students can reconstruct the information about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” when communicating with others. ENG.7.6.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” 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.7.6.L1. a) Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. b) Students identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). c) Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. d) Students make rational predictions about the current content by looking at the supplementary visual elements provided. ENG.7.6.L2. a) Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. b) Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. ENG.7.6.L3. a) Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. b) Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. c) Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. d) Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. e) Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. f) Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. g) Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. h) Students position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way. ENG.7.6.L4. a) Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. c) Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. ENG.7.6.P1. a) Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. b) Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. c) Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. d) Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. e) Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. f) Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. ENG.7.6.R1. a) Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. b) Studentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content. c) Students make strong preliminary predictions about the current content based on explored and recognised relationships. d) Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. ENG.7.6.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.7.6.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.7.6.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.7.6.V1. a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watching the content carefully and/or read it silently to identify and underline/ circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. k) Studentsmakeuseofthetargetwordsofthecurrentthemeinarangeofsemanticallyassociated contextual activities and tasks accurately, naturally, authentically, and appropriately. l) Students make use ofthe targetwords ofthe current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. ENG.7.6.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identifies and those exemplified by the teacher or materials though careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target ‘grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules. ENG.7.6.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.7.6.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.7.6.W3. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.7.6.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriated to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriated ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.7.6.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.7.6.W6. a) Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. b) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.7.6.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process. ENG.7.6.S1. a) Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. ENG.7.6.S2. a) Students grasp what the provided model/example is about with the help of audio, visual, and/ or written elements after listening, watching, and/or reading the current content. ENG.7.6.S3. a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. ENG.7.6.S4. a) Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. b) Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. c) Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. d) Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. e) Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. ENG.7.6.S5. a) Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. b) Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. ENG.7.6.S6. a) Students reveal their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current speaking-expression content and process. b) Students share their personal knowledge, experiences, thoughts, and feelings that they critically review in relation to the current speaking-expression content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current speaking-expression content and process. g) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. h) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations.</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, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Turizm Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> NİSAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 33. Hafta: </div> <div> 20-24 Nisan </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">7</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: Influence of technology on global issues (health); influence of technology on problems and solutions about nature Target Vocabulary in Use (with revisional vocabulary): Vocabulary for the influence of technology on global issues (health): Nouns: Emergency services, relief, an allergy, a cancer, coronavirus, a crisis, a germ, obesity, a pandemic, recovery, a suffering, an infection, artificial intelligence, a database, graphics, a microscope, radiation, radioactivity, healthcare, procedures, interaction, limitation, addiction, privacy, a research, a patient, an intervention, an exposure, to overhear. Verbs: To detect, to stretch, to collapse, to harm, to heal, to recover, to input, to scan, to conduct, to radiate, to advance, to contribute, to monitor, to tackle, to secure, to distract, to exploit. Adjectives: Addicted, genetic, life-limiting, obese, severe, unconscious, virtual, machine-made, electromagnetic, technological, innovative, efficient, vital, secure, constant, critical, virtual, excessive. Vocabulary for the influence of technology on problems and solutions about nature: Nouns: An alternative fuel, biofuel, deforestation, carbon footprint, a polluter, commercial farming, protection, carbon, emission, conservation, harm, destruction, wastefulness, overproduction, contamination, a consequence, an advancement. Verbs: To absorb, to activate, to anticipate, to assure, to restore, to generate, to monitor, to capture, to harm, to threaten, to preserve, to ruin, to prevent, to benefit, to discover, to enable, to conduct Adjectives: Genetically modified, hydroelectric, harmful, excessive, efficient, innovative, efficient, constant. Adverbs: Definitely. Target Grammatical Structures in Use: -Relative Pronouns used with Relative Clauses (whose, whom, where, when, which) (defining and non- defining): (The doctor, whose work focuses on radiation, helps improve healthcare. The assistant joined a project which aims to reduce obesity). -Forming Nouns from Verbs with - ing (swim - swimming, play – playing): (Swimming is a good exercise for health). Functions of Target Language Grammar in Use: -Use of Relative Pronouns with Relative Clauses (whose, whom, where, when, which) (defining and non- defining): Giving information or extra information about the subject or object mentioned in a sentence. -Use of nouns formed from verbs with - ing (swim - swimming, play – playing): Forming nouns from verbs with the -ing expresses actions, activities, and processes. Target Social Language in Use: Let’s go green by using less plastic! The writing on the wall is clear: we need to protect the environment! Her new idea about protecting green areas is making waves! An urgent step in the right direction with technology is needed! Target Phonological Sounds in Use: Vowel: u Consonants: q, r, s, t 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.7.7.L1. Students can prepare and get ready for listening (to watching about the current content on “life in nature and global problems”. ENG.7.7.L2. Students can bring together the information in the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.L3. Students can make sense of and derive meaning from the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” in relation to themselves or others, both individually and/or with others. ENG.7.7.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” to develop holistic and conscious pronunciation skills after recognising them in context. ENG.7.7.R1. Students can prepare for reading the content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” efficiently and effectively. ENG.7.7.R2. Students can bring information together about the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” through skimming, scanning and detailed reading. ENG.7.7.R3. Students can make sense of and derive meaning from the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” in relation to themselves or others, both individually and/or with others. ENG.7.7.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.7.7.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.7.7.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.W3. Students can construct new written content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” based on their understanding of the model(s) provided. ENG.7.7.W4. Students can practise producing written content based on the current theme “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.W5. Students can engage in the process of writing related to the content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.W6. Students can reconstruct their writing about the current theme on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” to communicate effectively about it. ENG.7.7.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” in relation to themselves or others, both individually and/or with others. ENG.7.7.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.S2. Students can analyse and understand the model content related to “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” to support the production of spoken language. ENG.7.7.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.S4. Students can construct meaningful spoken content about “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” through efficient and meaningful practice. ENG.7.7.S5. Students can reconstruct the information about “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” when communicating with others. ENG.7.7.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.7.7.L1. a) Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. b) Students identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). c) Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. d) Students make rational predictions about the current content by looking at the supplementary visual elements provided. ENG.7.7.L2. a) Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. b) Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. ENG.7.7.L3. a) Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. b) Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. c) Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. d) Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. e) Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. f) Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. g) Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. h) Students position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way. ENG.7.7.L4. a) Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. c) Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. ENG.7.7.P1. a) Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. b) Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. c) Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. d) Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. e) Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. f) Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. ENG.7.7.R1. a) Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. b) Studentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content. c) Students make strong preliminary predictions about the current content based on explored and recognised relationships. d) Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. ENG.7.7.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.7.7.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.7.7.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.7.7.V1. a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. k) Studentsmakeuseofthetargetwordsofthecurrentthemeinarangeofsemanticallyassociated contextual activities and tasks accurately, naturally, authentically, and appropriately. l) Students make use ofthe targetwords ofthe current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. ENG.7.7.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. j) Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules. ENG.7.7.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.7.7.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.7.7.W3. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.7.7.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.7.7.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.7.7.W6. a) Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. b) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.7.7.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process. ENG.7.7.S1. a) Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. ENG.7.7.S2. a) Students grasp what the provided model/example is about with the help of audio, visual, and/ or written elements after listening, watching, and/or reading the current content. ENG.7.7.S3. a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. ENG.7.7.S4. a) Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. b) Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. c) Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. d) Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. e) Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. ENG.7.7.S5. a) Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. b) Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. ENG.7.7.S6. a) Students reveal their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current speaking-expression content and process. b) Students share their personal knowledge, experiences, thoughts, and feelings that they critically review in relation to the current speaking-expression content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current speaking-expression content and process.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">7</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: Influence of technology on global issues (health); influence of technology on problems and solutions about nature Target Vocabulary in Use (with revisional vocabulary): Vocabulary for the influence of technology on global issues (health): Nouns: Emergency services, relief, an allergy, a cancer, coronavirus, a crisis, a germ, obesity, a pandemic, recovery, a suffering, an infection, artificial intelligence, a database, graphics, a microscope, radiation, radioactivity, healthcare, procedures, interaction, limitation, addiction, privacy, a research, a patient, an intervention, an exposure, to overhear. Verbs: To detect, to stretch, to collapse, to harm, to heal, to recover, to input, to scan, to conduct, to radiate, to advance, to contribute, to monitor, to tackle, to secure, to distract, to exploit. Adjectives: Addicted, genetic, life-limiting, obese, severe, unconscious, virtual, machine-made, electromagnetic, technological, innovative, efficient, vital, secure, constant, critical, virtual, excessive. Vocabulary for the influence of technology on problems and solutions about nature: Nouns: An alternative fuel, biofuel, deforestation, carbon footprint, a polluter, commercial farming, protection, carbon, emission, conservation, harm, destruction, wastefulness, overproduction, contamination, a consequence, an advancement. Verbs: To absorb, to activate, to anticipate, to assure, to restore, to generate, to monitor, to capture, to harm, to threaten, to preserve, to ruin, to prevent, to benefit, to discover, to enable, to conduct Adjectives: Genetically modified, hydroelectric, harmful, excessive, efficient, innovative, efficient, constant. Adverbs: Definitely. Target Grammatical Structures in Use: -Relative Pronouns used with Relative Clauses (whose, whom, where, when, which) (defining and non- defining): (The doctor, whose work focuses on radiation, helps improve healthcare. The assistant joined a project which aims to reduce obesity). -Forming Nouns from Verbs with - ing (swim - swimming, play – playing): (Swimming is a good exercise for health). Functions of Target Language Grammar in Use: -Use of Relative Pronouns with Relative Clauses (whose, whom, where, when, which) (defining and non- defining): Giving information or extra information about the subject or object mentioned in a sentence. -Use of nouns formed from verbs with - ing (swim - swimming, play – playing): Forming nouns from verbs with the -ing expresses actions, activities, and processes. Target Social Language in Use: Let’s go green by using less plastic! The writing on the wall is clear: we need to protect the environment! Her new idea about protecting green areas is making waves! An urgent step in the right direction with technology is needed! Target Phonological Sounds in Use: Vowel: u Consonants: q, r, s, t 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.7.7.L1. Students can prepare and get ready for listening (to watching about the current content on “life in nature and global problems”. ENG.7.7.L2. Students can bring together the information in the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.L3. Students can make sense of and derive meaning from the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” in relation to themselves or others, both individually and/or with others. ENG.7.7.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” to develop holistic and conscious pronunciation skills after recognising them in context. ENG.7.7.R1. Students can prepare for reading the content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” efficiently and effectively. ENG.7.7.R2. Students can bring information together about the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” through skimming, scanning and detailed reading. ENG.7.7.R3. Students can make sense of and derive meaning from the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” in relation to themselves or others, both individually and/or with others. ENG.7.7.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.7.7.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.7.7.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.W3. Students can construct new written content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” based on their understanding of the model(s) provided. ENG.7.7.W4. Students can practise producing written content based on the current theme “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.W5. Students can engage in the process of writing related to the content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.W6. Students can reconstruct their writing about the current theme on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” to communicate effectively about it. ENG.7.7.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” in relation to themselves or others, both individually and/or with others. ENG.7.7.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.S2. Students can analyse and understand the model content related to “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” to support the production of spoken language. ENG.7.7.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.S4. Students can construct meaningful spoken content about “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” through efficient and meaningful practice. ENG.7.7.S5. Students can reconstruct the information about “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” when communicating with others. ENG.7.7.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.7.7.L1. a) Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. b) Students identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). c) Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. d) Students make rational predictions about the current content by looking at the supplementary visual elements provided. ENG.7.7.L2. a) Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. b) Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. ENG.7.7.L3. a) Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. b) Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. c) Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. d) Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. e) Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. f) Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. g) Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. h) Students position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way. ENG.7.7.L4. a) Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. c) Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. ENG.7.7.P1. a) Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. b) Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. c) Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. d) Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. e) Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. f) Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. ENG.7.7.R1. a) Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. b) Studentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content. c) Students make strong preliminary predictions about the current content based on explored and recognised relationships. d) Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. ENG.7.7.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.7.7.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.7.7.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.7.7.V1. a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. k) Studentsmakeuseofthetargetwordsofthecurrentthemeinarangeofsemanticallyassociated contextual activities and tasks accurately, naturally, authentically, and appropriately. l) Students make use ofthe targetwords ofthe current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. ENG.7.7.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. j) Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules. ENG.7.7.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.7.7.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.7.7.W3. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.7.7.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.7.7.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.7.7.W6. a) Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. b) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.7.7.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process. ENG.7.7.S1. a) Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. ENG.7.7.S2. a) Students grasp what the provided model/example is about with the help of audio, visual, and/ or written elements after listening, watching, and/or reading the current content. ENG.7.7.S3. a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. ENG.7.7.S4. a) Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. b) Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. c) Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. d) Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. e) Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. ENG.7.7.S5. a) Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. b) Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. ENG.7.7.S6. a) Students reveal their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current speaking-expression content and process. b) Students share their personal knowledge, experiences, thoughts, and feelings that they critically review in relation to the current speaking-expression content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current speaking-expression content and process.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">7</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: Influence of technology on global issues (health); influence of technology on problems and solutions about nature Target Vocabulary in Use (with revisional vocabulary): Vocabulary for the influence of technology on global issues (health): Nouns: Emergency services, relief, an allergy, a cancer, coronavirus, a crisis, a germ, obesity, a pandemic, recovery, a suffering, an infection, artificial intelligence, a database, graphics, a microscope, radiation, radioactivity, healthcare, procedures, interaction, limitation, addiction, privacy, a research, a patient, an intervention, an exposure, to overhear. Verbs: To detect, to stretch, to collapse, to harm, to heal, to recover, to input, to scan, to conduct, to radiate, to advance, to contribute, to monitor, to tackle, to secure, to distract, to exploit. Adjectives: Addicted, genetic, life-limiting, obese, severe, unconscious, virtual, machine-made, electromagnetic, technological, innovative, efficient, vital, secure, constant, critical, virtual, excessive. Vocabulary for the influence of technology on problems and solutions about nature: Nouns: An alternative fuel, biofuel, deforestation, carbon footprint, a polluter, commercial farming, protection, carbon, emission, conservation, harm, destruction, wastefulness, overproduction, contamination, a consequence, an advancement. Verbs: To absorb, to activate, to anticipate, to assure, to restore, to generate, to monitor, to capture, to harm, to threaten, to preserve, to ruin, to prevent, to benefit, to discover, to enable, to conduct Adjectives: Genetically modified, hydroelectric, harmful, excessive, efficient, innovative, efficient, constant. Adverbs: Definitely. Target Grammatical Structures in Use: -Relative Pronouns used with Relative Clauses (whose, whom, where, when, which) (defining and non- defining): (The doctor, whose work focuses on radiation, helps improve healthcare. The assistant joined a project which aims to reduce obesity). -Forming Nouns from Verbs with - ing (swim - swimming, play – playing): (Swimming is a good exercise for health). Functions of Target Language Grammar in Use: -Use of Relative Pronouns with Relative Clauses (whose, whom, where, when, which) (defining and non- defining): Giving information or extra information about the subject or object mentioned in a sentence. -Use of nouns formed from verbs with - ing (swim - swimming, play – playing): Forming nouns from verbs with the -ing expresses actions, activities, and processes. Target Social Language in Use: Let’s go green by using less plastic! The writing on the wall is clear: we need to protect the environment! Her new idea about protecting green areas is making waves! An urgent step in the right direction with technology is needed! Target Phonological Sounds in Use: Vowel: u Consonants: q, r, s, t 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.7.7.L1. Students can prepare and get ready for listening (to watching about the current content on “life in nature and global problems”. ENG.7.7.L2. Students can bring together the information in the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.L3. Students can make sense of and derive meaning from the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” in relation to themselves or others, both individually and/or with others. ENG.7.7.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” to develop holistic and conscious pronunciation skills after recognising them in context. ENG.7.7.R1. Students can prepare for reading the content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” efficiently and effectively. ENG.7.7.R2. Students can bring information together about the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” through skimming, scanning and detailed reading. ENG.7.7.R3. Students can make sense of and derive meaning from the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” in relation to themselves or others, both individually and/or with others. ENG.7.7.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.7.7.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.7.7.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.W3. Students can construct new written content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” based on their understanding of the model(s) provided. ENG.7.7.W4. Students can practise producing written content based on the current theme “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.W5. Students can engage in the process of writing related to the content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.W6. Students can reconstruct their writing about the current theme on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” to communicate effectively about it. ENG.7.7.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” in relation to themselves or others, both individually and/or with others. ENG.7.7.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.S2. Students can analyse and understand the model content related to “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” to support the production of spoken language. ENG.7.7.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.S4. Students can construct meaningful spoken content about “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” through efficient and meaningful practice. ENG.7.7.S5. Students can reconstruct the information about “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” when communicating with others. ENG.7.7.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.7.7.L1. a) Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. b) Students identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). c) Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. d) Students make rational predictions about the current content by looking at the supplementary visual elements provided. ENG.7.7.L2. a) Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. b) Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. ENG.7.7.L3. a) Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. b) Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. c) Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. d) Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. e) Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. f) Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. g) Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. h) Students position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way. ENG.7.7.L4. a) Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. c) Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. ENG.7.7.P1. a) Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. b) Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. c) Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. d) Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. e) Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. f) Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. ENG.7.7.R1. a) Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. b) Studentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content. c) Students make strong preliminary predictions about the current content based on explored and recognised relationships. d) Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. ENG.7.7.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.7.7.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.7.7.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.7.7.V1. a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. k) Studentsmakeuseofthetargetwordsofthecurrentthemeinarangeofsemanticallyassociated contextual activities and tasks accurately, naturally, authentically, and appropriately. l) Students make use ofthe targetwords ofthe current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. ENG.7.7.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. j) Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules. ENG.7.7.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.7.7.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.7.7.W3. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.7.7.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.7.7.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.7.7.W6. a) Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. b) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.7.7.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process. ENG.7.7.S1. a) Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. ENG.7.7.S2. a) Students grasp what the provided model/example is about with the help of audio, visual, and/ or written elements after listening, watching, and/or reading the current content. ENG.7.7.S3. a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. ENG.7.7.S4. a) Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. b) Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. c) Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. d) Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. e) Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. ENG.7.7.S5. a) Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. b) Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. ENG.7.7.S6. a) Students reveal their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current speaking-expression content and process. b) Students share their personal knowledge, experiences, thoughts, and feelings that they critically review in relation to the current speaking-expression content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current speaking-expression content and process.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">7</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: Influence of technology on global issues (health); influence of technology on problems and solutions about nature Target Vocabulary in Use (with revisional vocabulary): Vocabulary for the influence of technology on global issues (health): Nouns: Emergency services, relief, an allergy, a cancer, coronavirus, a crisis, a germ, obesity, a pandemic, recovery, a suffering, an infection, artificial intelligence, a database, graphics, a microscope, radiation, radioactivity, healthcare, procedures, interaction, limitation, addiction, privacy, a research, a patient, an intervention, an exposure, to overhear. Verbs: To detect, to stretch, to collapse, to harm, to heal, to recover, to input, to scan, to conduct, to radiate, to advance, to contribute, to monitor, to tackle, to secure, to distract, to exploit. Adjectives: Addicted, genetic, life-limiting, obese, severe, unconscious, virtual, machine-made, electromagnetic, technological, innovative, efficient, vital, secure, constant, critical, virtual, excessive. Vocabulary for the influence of technology on problems and solutions about nature: Nouns: An alternative fuel, biofuel, deforestation, carbon footprint, a polluter, commercial farming, protection, carbon, emission, conservation, harm, destruction, wastefulness, overproduction, contamination, a consequence, an advancement. Verbs: To absorb, to activate, to anticipate, to assure, to restore, to generate, to monitor, to capture, to harm, to threaten, to preserve, to ruin, to prevent, to benefit, to discover, to enable, to conduct Adjectives: Genetically modified, hydroelectric, harmful, excessive, efficient, innovative, efficient, constant. Adverbs: Definitely. Target Grammatical Structures in Use: -Relative Pronouns used with Relative Clauses (whose, whom, where, when, which) (defining and non- defining): (The doctor, whose work focuses on radiation, helps improve healthcare. The assistant joined a project which aims to reduce obesity). -Forming Nouns from Verbs with - ing (swim - swimming, play – playing): (Swimming is a good exercise for health). Functions of Target Language Grammar in Use: -Use of Relative Pronouns with Relative Clauses (whose, whom, where, when, which) (defining and non- defining): Giving information or extra information about the subject or object mentioned in a sentence. -Use of nouns formed from verbs with - ing (swim - swimming, play – playing): Forming nouns from verbs with the -ing expresses actions, activities, and processes. Target Social Language in Use: Let’s go green by using less plastic! The writing on the wall is clear: we need to protect the environment! Her new idea about protecting green areas is making waves! An urgent step in the right direction with technology is needed! Target Phonological Sounds in Use: Vowel: u Consonants: q, r, s, t 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.7.7.L1. Students can prepare and get ready for listening (to watching about the current content on “life in nature and global problems”. ENG.7.7.L2. Students can bring together the information in the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.L3. Students can make sense of and derive meaning from the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” in relation to themselves or others, both individually and/or with others. ENG.7.7.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” to develop holistic and conscious pronunciation skills after recognising them in context. ENG.7.7.R1. Students can prepare for reading the content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” efficiently and effectively. ENG.7.7.R2. Students can bring information together about the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” through skimming, scanning and detailed reading. ENG.7.7.R3. Students can make sense of and derive meaning from the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” in relation to themselves or others, both individually and/or with others. ENG.7.7.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.7.7.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.7.7.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.W3. Students can construct new written content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” based on their understanding of the model(s) provided. ENG.7.7.W4. Students can practise producing written content based on the current theme “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.W5. Students can engage in the process of writing related to the content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.W6. Students can reconstruct their writing about the current theme on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” to communicate effectively about it. ENG.7.7.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” in relation to themselves or others, both individually and/or with others. ENG.7.7.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.S2. Students can analyse and understand the model content related to “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” to support the production of spoken language. ENG.7.7.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature”. ENG.7.7.S4. Students can construct meaningful spoken content about “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” through efficient and meaningful practice. ENG.7.7.S5. Students can reconstruct the information about “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” when communicating with others. ENG.7.7.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in nature and global problems with influence of technology on global issues (health); influence of technology on problems and solutions about nature” in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.7.7.L1. a) Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. b) Students identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). c) Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. d) Students make rational predictions about the current content by looking at the supplementary visual elements provided. ENG.7.7.L2. a) Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. b) Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. ENG.7.7.L3. a) Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. b) Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. c) Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. d) Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. e) Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. f) Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. g) Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. h) Students position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way. ENG.7.7.L4. a) Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. c) Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. ENG.7.7.P1. a) Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. b) Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. c) Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. d) Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. e) Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. f) Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. ENG.7.7.R1. a) Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. b) Studentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content. c) Students make strong preliminary predictions about the current content based on explored and recognised relationships. d) Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. ENG.7.7.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.7.7.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.7.7.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.7.7.V1. a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. k) Studentsmakeuseofthetargetwordsofthecurrentthemeinarangeofsemanticallyassociated contextual activities and tasks accurately, naturally, authentically, and appropriately. l) Students make use ofthe targetwords ofthe current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. ENG.7.7.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. j) Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules. ENG.7.7.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.7.7.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.7.7.W3. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.7.7.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.7.7.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.7.7.W6. a) Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. b) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.7.7.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process. ENG.7.7.S1. a) Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. ENG.7.7.S2. a) Students grasp what the provided model/example is about with the help of audio, visual, and/ or written elements after listening, watching, and/or reading the current content. ENG.7.7.S3. a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. ENG.7.7.S4. a) Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. b) Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. c) Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. d) Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. e) Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. ENG.7.7.S5. a) Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. b) Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. ENG.7.7.S6. a) Students reveal their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current speaking-expression content and process. b) Students share their personal knowledge, experiences, thoughts, and feelings that they critically review in relation to the current speaking-expression content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current speaking-expression content and process.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">7</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: Time travel; future technologies and their use (robots, robotics) Target Vocabulary in Use (with revisional vocabulary): Vocabulary for time travel: Nouns: A lifetime, an ancestor, a legend, a myth, navigation, timing, wormhole, teleportation, relativity, timeline, phenomena, a selection, multiverse, a transition, self, a concept, interval, a pause. Verbs: To rewind, to pace, to alter, to modify, to interrupt, to disturb, to observe, to witness, to pause. Adjectives: Inevitable, magnificent, prior, temporal, alternate, entire, mythical, widely held, fictional, hypothetical, dimensional, multiple, magnificent, ongoing, significant, accurate. Adverbs: Remarkably, likewise, afterwards, beyond, instantly, potentially. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.7.8.L1. Students can prepare and get ready for listening (to)/watching about the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. ENG.7.8.L2. Students can bring together the information in the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. ENG.7.8.L3. Students can make sense of and derive meaning from the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. ENG.7.8.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” in relation to themselves or others, both individually and/or with others. ENG.7.8.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in the universe and future with time travel; future technologies and their use (robots, robotics)” to develop holistic and conscious pronunciation skills after recognising them in context. ENG.7.8.R1. Students can prepare for reading the content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” efficiently and effectively. ENG.7.8.R2. Students can bring information together about the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” through skimming, scanning and detailed reading. ENG.7.8.R3. Students can make sense of and derive meaning from the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. ENG.7.8.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” 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.7.8.L1. a) Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. b) Students identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). c) Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. d) Students make rational predictions about the current content by looking at the supplementary visual elements provided. ENG.7.8.L2. a) Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. b) Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. ENG.7.8.L3. a) Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. b) Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. c) Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. d) Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. e) Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. f) Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. g) Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. h) Students position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way. ENG.7.8.L4. a) Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. c) Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. ENG.7.8.P1. a) Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. b) Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. c) Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. d) Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. e) Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. f) Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. ENG.7.8.R1. a) Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. b) Studentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, past experiences and clues to current content. c) Students make strong preliminary predictions about the current content based on explored and recognised relationships. d) Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it.</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, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5.Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">7</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 AND 30 MAY 2026)</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 AND 30 MAY 2026) </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 AND 30 MAY 2026)</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 AND 30 MAY 2026)</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 AND 30 MAY 2026) </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 AND 30 MAY 2026) </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;">7</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;"> Vocabulary for future technologies and their use (robots, robotics): Nouns: A receiver, a sector, companionship, human-robot, a workplace, consideration, labour, surgery, input, household, agriculture, crops, gaming, an implication, over-reliance, construction, motion, delivery, protection, interaction, regard, capacity, characteristic, input, participation. Verbs: To reinforce, to rebuild, to convert, to manufacture, to survey, to model, to equip, to enable, to detect, to operate, to enhance, to evolve, to regard, to integrate, to launch, to observe, to monitor, to evaluate, to adjust. Adjectives: Predictable, principal, optimistic, contemporary, elderly, ethical, industrial, capable, autonomous, efficient, maximum, minimum, mechanical, desired, realistic, accurate. Adverbs: Potentially, alongside, automatically, gradually, via, precisely. Target Grammatical Structures in Use: -Conditional 2: (If robots worked alongside humans, it could improve productivity a lot). -Wish Clauses (was/were): (I wish there was/were less dust in the atmosphere so we could see the stars clearly). -“If only”: (If only astronauts were able to travel to distant galaxies, we would know more about space). Functions of the Grammatical Structures in Use: -Use of the Conditional 2: Describing an unreal situation in the future about the universe. -Use of “wish” (was/were): Expressing desires, regrets and/or hypothetical situations contrary to the current reality. -Use of “if only”: Expressing regret or a strong wish for a present or past situation. Target Social Language in Use: Building a space colony is like a leap in the dark! In robotics, the sky’s the limit! I felt like I was lost in space when the teacher gave me that Math problem! The astronauts will shoot the stars and give the best effort! 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.7.8.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the universe and future with time travel; future technologies and their use (robots, robotics)” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.7.8.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the universe and future with time travel; future technologies and their use (robots, robotics)”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.7.8.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. ENG.7.8.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. ENG.7.8.W3. Students can construct new written content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” based on their understanding of the model(s) provided. ENG.7.8.W4. Students can practise producing written content based on the current theme “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. ENG.7.8.W5. Students can engage in the process of writing related to the content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. ENG.7.8.W6. Students can reconstruct their writing about the current theme on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” to communicate effectively about it. ENG.7.8.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” in relation to themselves or others, both individually and/or with others. ENG.7.8.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. ENG.7.8.S2. Students can analyse and understand the model content related to “life in the universe and future with time travel; future technologies and their use (robots, robotics)” to support the production of spoken language. ENG.7.8.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. ENG.7.8.S4. Students can construct meaningful spoken content about “life in the universe and future with time travel; future technologies and their use (robots, robotics)” through efficient and meaningful practice. ENG.7.8.S5. Students can reconstruct the information about “life in the universe and future with time travel; future technologies and their use (robots, robotics)” when communicating with others. ENG.7.8.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” 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.7.8.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.7.8.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.7.8.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.7.8.V1. a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. k) Studentsmakeuseofthetargetwordsofthecurrentthemeinarangeofsemanticallyassociated contextual activities and tasks accurately, naturally, authentically, and appropriately. l) Students make use ofthe targetwords ofthe current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. ENG.7.8.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. j) Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules. ENG.7.8.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.7.8.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.7.8.W3. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.7.8.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.7.8.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.7.8.W6. a) Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. b) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.7.8.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process. ENG.7.8.S1. a) Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. ENG.7.8.S2. a) Students grasp what the provided model/example is about with the help of audio, visual, and/ or written elements after listening, watching, and/or reading the current content. ENG.7.8.S3. a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. ENG.7.8.S4. a) Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. b) Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. c) Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. d) Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. e) Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. ENG.7.8.S5. a) Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. b) Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. ENG.7.8.S6. a) Students reveal their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current speaking-expression content and process. b) Students share their personal knowledge, experiences, thoughts, and feelings that they critically review in relation to the current speaking-expression content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current speaking-expression content and process.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5.Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">7</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;"> Vocabulary for future technologies and their use (robots, robotics): Nouns: A receiver, a sector, companionship, human-robot, a workplace, consideration, labour, surgery, input, household, agriculture, crops, gaming, an implication, over-reliance, construction, motion, delivery, protection, interaction, regard, capacity, characteristic, input, participation. Verbs: To reinforce, to rebuild, to convert, to manufacture, to survey, to model, to equip, to enable, to detect, to operate, to enhance, to evolve, to regard, to integrate, to launch, to observe, to monitor, to evaluate, to adjust. Adjectives: Predictable, principal, optimistic, contemporary, elderly, ethical, industrial, capable, autonomous, efficient, maximum, minimum, mechanical, desired, realistic, accurate. Adverbs: Potentially, alongside, automatically, gradually, via, precisely. Target Grammatical Structures in Use: -Conditional 2: (If robots worked alongside humans, it could improve productivity a lot). -Wish Clauses (was/were): (I wish there was/were less dust in the atmosphere so we could see the stars clearly). -“If only”: (If only astronauts were able to travel to distant galaxies, we would know more about space). Functions of the Grammatical Structures in Use: -Use of the Conditional 2: Describing an unreal situation in the future about the universe. -Use of “wish” (was/were): Expressing desires, regrets and/or hypothetical situations contrary to the current reality. -Use of “if only”: Expressing regret or a strong wish for a present or past situation. Target Social Language in Use: Building a space colony is like a leap in the dark! In robotics, the sky’s the limit! I felt like I was lost in space when the teacher gave me that Math problem! The astronauts will shoot the stars and give the best effort! 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.7.8.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the universe and future with time travel; future technologies and their use (robots, robotics)” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.7.8.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the universe and future with time travel; future technologies and their use (robots, robotics)”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.7.8.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. ENG.7.8.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. ENG.7.8.W3. Students can construct new written content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” based on their understanding of the model(s) provided. ENG.7.8.W4. Students can practise producing written content based on the current theme “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. ENG.7.8.W5. Students can engage in the process of writing related to the content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. ENG.7.8.W6. Students can reconstruct their writing about the current theme on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” to communicate effectively about it. ENG.7.8.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” in relation to themselves or others, both individually and/or with others. ENG.7.8.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. ENG.7.8.S2. Students can analyse and understand the model content related to “life in the universe and future with time travel; future technologies and their use (robots, robotics)” to support the production of spoken language. ENG.7.8.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. ENG.7.8.S4. Students can construct meaningful spoken content about “life in the universe and future with time travel; future technologies and their use (robots, robotics)” through efficient and meaningful practice. ENG.7.8.S5. Students can reconstruct the information about “life in the universe and future with time travel; future technologies and their use (robots, robotics)” when communicating with others. ENG.7.8.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” 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.7.8.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.7.8.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.7.8.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.7.8.V1. a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. k) Studentsmakeuseofthetargetwordsofthecurrentthemeinarangeofsemanticallyassociated contextual activities and tasks accurately, naturally, authentically, and appropriately. l) Students make use ofthe targetwords ofthe current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. ENG.7.8.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. j) Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules. ENG.7.8.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.7.8.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.7.8.W3. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.7.8.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.7.8.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.7.8.W6. a) Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. b) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.7.8.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process. ENG.7.8.S1. a) Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. ENG.7.8.S2. a) Students grasp what the provided model/example is about with the help of audio, visual, and/ or written elements after listening, watching, and/or reading the current content. ENG.7.8.S3. a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. ENG.7.8.S4. a) Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. b) Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. c) Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. d) Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. e) Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. ENG.7.8.S5. a) Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. b) Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. ENG.7.8.S6. a) Students reveal their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current speaking-expression content and process. b) Students share their personal knowledge, experiences, thoughts, and feelings that they critically review in relation to the current speaking-expression content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current speaking-expression content and process.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5.Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">7</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;"> Vocabulary for future technologies and their use (robots, robotics): Nouns: A receiver, a sector, companionship, human-robot, a workplace, consideration, labour, surgery, input, household, agriculture, crops, gaming, an implication, over-reliance, construction, motion, delivery, protection, interaction, regard, capacity, characteristic, input, participation. Verbs: To reinforce, to rebuild, to convert, to manufacture, to survey, to model, to equip, to enable, to detect, to operate, to enhance, to evolve, to regard, to integrate, to launch, to observe, to monitor, to evaluate, to adjust. Adjectives: Predictable, principal, optimistic, contemporary, elderly, ethical, industrial, capable, autonomous, efficient, maximum, minimum, mechanical, desired, realistic, accurate. Adverbs: Potentially, alongside, automatically, gradually, via, precisely. Target Grammatical Structures in Use: -Conditional 2: (If robots worked alongside humans, it could improve productivity a lot). -Wish Clauses (was/were): (I wish there was/were less dust in the atmosphere so we could see the stars clearly). -“If only”: (If only astronauts were able to travel to distant galaxies, we would know more about space). Functions of the Grammatical Structures in Use: -Use of the Conditional 2: Describing an unreal situation in the future about the universe. -Use of “wish” (was/were): Expressing desires, regrets and/or hypothetical situations contrary to the current reality. -Use of “if only”: Expressing regret or a strong wish for a present or past situation. Target Social Language in Use: Building a space colony is like a leap in the dark! In robotics, the sky’s the limit! I felt like I was lost in space when the teacher gave me that Math problem! The astronauts will shoot the stars and give the best effort! 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.7.8.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the universe and future with time travel; future technologies and their use (robots, robotics)” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.7.8.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the universe and future with time travel; future technologies and their use (robots, robotics)”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.7.8.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. ENG.7.8.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. ENG.7.8.W3. Students can construct new written content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” based on their understanding of the model(s) provided. ENG.7.8.W4. Students can practise producing written content based on the current theme “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. ENG.7.8.W5. Students can engage in the process of writing related to the content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. ENG.7.8.W6. Students can reconstruct their writing about the current theme on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” to communicate effectively about it. ENG.7.8.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” in relation to themselves or others, both individually and/or with others. ENG.7.8.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. ENG.7.8.S2. Students can analyse and understand the model content related to “life in the universe and future with time travel; future technologies and their use (robots, robotics)” to support the production of spoken language. ENG.7.8.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. ENG.7.8.S4. Students can construct meaningful spoken content about “life in the universe and future with time travel; future technologies and their use (robots, robotics)” through efficient and meaningful practice. ENG.7.8.S5. Students can reconstruct the information about “life in the universe and future with time travel; future technologies and their use (robots, robotics)” when communicating with others. ENG.7.8.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” 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.7.8.R2. a) Students skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus. b) Students scan the current content by reading it silently and quickly to find key and major components. c) Students read the current content again silently and carefully to examine any significant semantic and structural details. d) Students examine the semantic details in the content carefully to check the accuracy of their initial predictions. ENG.7.8.R3. a) Students classify significant and necessary elements of the current content in a meaningful way. b) Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. c) Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. d) Students make meaningful inferences from information in the current content by examining it critically. e) Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. ENG.7.8.R4. a) Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. ENG.7.8.V1. a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. k) Studentsmakeuseofthetargetwordsofthecurrentthemeinarangeofsemanticallyassociated contextual activities and tasks accurately, naturally, authentically, and appropriately. l) Students make use ofthe targetwords ofthe current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. ENG.7.8.G1. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. b) Students examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning. c) Students analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples. d) Students find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups. e) Students discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity. f) Students formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups. g) Students engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered. h) Students practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities. i) Students produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules. j) Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules. ENG.7.8.W1. a) Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. b) Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. ENG.7.8.W2. a) Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. ENG.7.8.W3. a) Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. b) Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. d) Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. e) Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. f) Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. ENG.7.8.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.7.8.W5. a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s). b) Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. c) Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. ENG.7.8.W6. a) Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. b) Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. ENG.7.8.W7. a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process. ENG.7.8.S1. a) Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. ENG.7.8.S2. a) Students grasp what the provided model/example is about with the help of audio, visual, and/ or written elements after listening, watching, and/or reading the current content. ENG.7.8.S3. a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. ENG.7.8.S4. a) Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. b) Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. c) Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. d) Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. e) Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. ENG.7.8.S5. a) Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. b) Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. ENG.7.8.S6. a) Students reveal their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current speaking-expression content and process. b) Students share their personal knowledge, experiences, thoughts, and feelings that they critically review in relation to the current speaking-expression content and process with others. c) Students produce new verbal and written work after participating in reflective activities related to the current speaking-expression content and process.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5.Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">7</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>ORIENTATION</td> </tr> <tr> <td style="text-align: left; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="11"><b>FARKLILAŞTIRMA :</b>ORIENTATION</td> </tr> <tr> <td style="text-align: left; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="11"><b>OKUL TEMELLİ PLANLAMA : </b>School-based planning includes research and observation, social activities, project work, local studies, reading activities, and similar tasks that are decided to be carried out within the scope of the course by the subject teachers’ board. The time allocated for these activities is scheduled within the academic year and expressed in the annual plans. The instructional activities to be carried out within the scope of these plans should support student participation, provide opportunities for learning by doing and experiencing, and serve the holistic development of the student. *The school-based planning weeks indicated in this framework plan are presented as examples. The planning should be made in accordance with the decisions taken by the subject teachers’ board, taking into account the conditions of the school and the course.</td> </tr> </tbody> </table> <p class="text-left"> <ul> <li>Bu yıllık plan; 19.09.2022 tarih ve 58168473 sayılı "Millî Eğitim Bakanlığı Eğitim Öğretim Çalışmalarının Planlı Yürütülmesine İlişkin Yönerge", 2104 sayılı Tebliğler Dergisi, İlköğretim ve Ortaöğretim Kurumlarnda Atatürk İnkılap ve İlkelerinin Öğretim Esasları Yönergesi, Talim ve Terbiye Kurulu'nun 23.05.2024 tarih ve 20 sayılı Kurul Kararı eki, Türkiye Yüzyılı Maarif Modeli Öğretim Programları Ortak Metni, "M.E.B. 2024-2025 Eğitim ve Öğretim Yılı Çalışma Takvimi Genelgesi" ile Talim ve Terbiye Kurulu'nun 24.08.2023 tarih ve 43 sayılı Kurul Kararı eki esas alınarak hazırlanmıştır.</li> <li>Atatürkçülük konuları ile ilgili olarak Talim ve Terbiye Kurulu Başkanlığının 2104 ve 2488 sayılı Tebliler Dergisinden yararlanılmıtır.</li> </ul> </p> </div> <div class="col-12" style="text-align: center; font-size:11pt; margin-top:50px!important;"> <table style="width:100%; border: 1px solid rgb(227, 212, 212); border-collapse: collapse;"> <tbody> <tr> <td style="width:25%;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; text-align:center;"> <p style="text-align:center;"> ....................................... <br> Ders Öğretmeni</p> </td> <td style="width:25%;border: 1px solid rgb(238, 225, 225); border-collapse: collapse; text-align:center;"> <p style="text-align:center;">...................................... <br> Ders Öğretmeni</p> </td> <td style="width:25%;border: 1px solid rgb(238, 225, 225); border-collapse: collapse; text-align:center;"> <p style="text-align:center;">...................................... <br> Ders Öğretmeni</p> </td> <td style="width:25%;border: 1px solid rgb(238, 225, 225); border-collapse: collapse; text-align:center;"> <p style="text-align:center;">...................................... <br> Ders Öğretmeni</p> </td> </tr> </tbody> </table> </div> <div class="col-12 mudur-imza-container" style="text-align: center; font-size:11pt; margin-top:50px!important;"> <table width="100%" class="mudur-imza-table" style="border: 1px solid rgb(227, 212, 212); border-collapse: collapse;"> <tbody> <tr> <td style="width:100%; border: 1px solid rgb(238, 225, 225); border-collapse: collapse; text-align: center; vertical-align: middle; padding: 10px;"> <p class="mudur-tarih">..../..../2025 <br> UYGUNDUR</p> <p class="mudur-imza"> ...................................... <br> Okul Müdürü </p> </td> </tr> </tbody> </table> </div> </div> </div> </section>