<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> 9. SINIF İNGILIZCE (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;">4</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;"> </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;"> 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;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION 1 </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary): Vocabulary for school events and celebrations (sports, music, drama) Vocabulary for developing the environment Vocabulary for preferences for different learning activities Vocabulary for preferences for different learning technologies Vocabulary for personal preferences for films and visual arts Vocabulary for relationships, problems and solutions in the family Target Grammatical Structures in Use: Use of the Simple Present Tense vs Present Progressive Tense: Distinguishing regular actions, habits, general truths, permanent situations, and actions happening at the moment of speaking, and temporary activities Use of “must” (obligation): Expressing necessity or duty Use of “can” for abilities: Expressing ability or skill to perform an action Use of “can’t” for abilities: Expressing lack of ability or skill to perform an action Use of “have to” for obligations in present: Indicating present external necessity, obligation or requirement Use of “had to” for obligations in past: Indicating past external necessity or requirement, Vocabulary for mobile phones and their impact on health and social life Use of the Simple Past Tense: Describing completed actions or events in the past Use of question tags: Seeking confirmation or agreement about a past statement Use of “used to”: Expressing habitual actions or states in the past Use of the Past Simple of “can” or “can’t” for ability: Indicating abilities or lack of abilities in the past Use of polite requests with “could” and “couldn’t”: Making polite requests in formal or informal contexts. Use of the Past Progressive Tense: Describing ongoing actions or events in the past interrupted by another action </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.8.1.R3.Students can make sense of and derive meaning from the current content on “school lifeand education with school events and celebrations (sports, music, drama); developing theenvironment; national days and celebrations”. ENG.8.1.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, basedon the current content about “school life and education with school events and celebrations(sports, music, drama); developing the environment; national days and celebrations” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.8.1.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “school life and education with school eventsand celebrations (sports, music, drama); developing the environment; national days andcelebrations”, after recognising them in context and developing their conscious and inductivegrammaring skills through consciousness-raising and discovery. ENG.8.1.W7.Students can reflect on their experiences, thoughts, ideas, and feelings related to thewriting process about the current content on “school life and education with school eventsand celebrations (sports, music, drama); developing the environment; national days andcelebrations” in relation to themselves or others, both individually and/or with others. ENG.8.1.S3.Students can produce meaningful and accurate spoken content related to the current themeon “school life and education with school events and celebrations (sports, music, drama);developing the environment; national days and celebrations”. ENG.8.2.R3.Students can make sense of and derive meaning from the current content on “classroomlife and learning with preferences for different learning activities; preferences for differentlearning technologies”. ENG.8.2.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, based onthe current content about “classroom life and learning with preferences for different learningactivities; preferences for different learning technologies” after recognising them in contextand developing their conscious and inductive vocabulary learning skills. ENG.8.2.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “classroom life and learning with preferencesfor different learning activities; preferences for different learning technologies”, afterrecognising them in context and developing their conscious and inductive grammaring skillsthrough consciousness-raising and discovery. ENG.8.3.R3.Students can make sense of and derive meaning from the current content on “personallife and well-being with mobile phones and their impact on health and social life; personalpreferences for films and visual arts”. ENG.8.3.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, basedon the current content about “personal life and well-being with mobile phones and their impacton health and social life; personal preferences for films and visual arts” after recognising themin context and developing their conscious and inductive vocabulary learning skills. ENG.8.3.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “personal life and well-being with mobile phonesand their impact on health and social life; personal preferences for films and visual arts”, afterrecognising them in context and developing their conscious and inductive grammaring skillsthrough consciousness-raising and discovery. ENG.8.4.R3.Students can make sense of and derive meaning from the current content on “family life andhome with relationships, problems and solutions in the family; different houses and livingstyles”. ENG.8.4.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, based onthe current content about “family life and home with relationships, problems and solutions inthe family; different houses and living styles” after recognising them in context and developingtheir conscious and inductive vocabulary learning skills. ENG.8.4.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “family life and home with relationships,problems and solutions in the family; different houses and living styles”, after recognisingthem in context and developing their conscious and inductive grammaring skills throughconsciousness-raising and discovery.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.8.1.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.8.1.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.8.1.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) tudents 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.8.1.W7 a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process. ENG.8.1.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.8.2.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.8.2.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) 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.8.2.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.8.3.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.8.3.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. 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.8.3.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.8.4.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.8.4.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) 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.8.4.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.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience,V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20.Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION 1 </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary): Vocabulary for school events and celebrations (sports, music, drama) Vocabulary for developing the environment Vocabulary for preferences for different learning activities Vocabulary for preferences for different learning technologies Vocabulary for personal preferences for films and visual arts Vocabulary for relationships, problems and solutions in the family Target Grammatical Structures in Use: Use of the Simple Present Tense vs Present Progressive Tense: Distinguishing regular actions, habits, general truths, permanent situations, and actions happening at the moment of speaking, and temporary activities Use of “must” (obligation): Expressing necessity or duty Use of “can” for abilities: Expressing ability or skill to perform an action Use of “can’t” for abilities: Expressing lack of ability or skill to perform an action Use of “have to” for obligations in present: Indicating present external necessity, obligation or requirement Use of “had to” for obligations in past: Indicating past external necessity or requirement, Vocabulary for mobile phones and their impact on health and social life Use of the Simple Past Tense: Describing completed actions or events in the past Use of question tags: Seeking confirmation or agreement about a past statement Use of “used to”: Expressing habitual actions or states in the past Use of the Past Simple of “can” or “can’t” for ability: Indicating abilities or lack of abilities in the past Use of polite requests with “could” and “couldn’t”: Making polite requests in formal or informal contexts. Use of the Past Progressive Tense: Describing ongoing actions or events in the past interrupted by another action </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.8.1.R3.Students can make sense of and derive meaning from the current content on “school lifeand education with school events and celebrations (sports, music, drama); developing theenvironment; national days and celebrations”. ENG.8.1.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, basedon the current content about “school life and education with school events and celebrations(sports, music, drama); developing the environment; national days and celebrations” after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.8.1.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “school life and education with school eventsand celebrations (sports, music, drama); developing the environment; national days andcelebrations”, after recognising them in context and developing their conscious and inductivegrammaring skills through consciousness-raising and discovery. ENG.8.1.W7.Students can reflect on their experiences, thoughts, ideas, and feelings related to thewriting process about the current content on “school life and education with school eventsand celebrations (sports, music, drama); developing the environment; national days andcelebrations” in relation to themselves or others, both individually and/or with others. ENG.8.1.S3.Students can produce meaningful and accurate spoken content related to the current themeon “school life and education with school events and celebrations (sports, music, drama);developing the environment; national days and celebrations”. ENG.8.2.R3.Students can make sense of and derive meaning from the current content on “classroomlife and learning with preferences for different learning activities; preferences for differentlearning technologies”. ENG.8.2.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, based onthe current content about “classroom life and learning with preferences for different learningactivities; preferences for different learning technologies” after recognising them in contextand developing their conscious and inductive vocabulary learning skills. ENG.8.2.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “classroom life and learning with preferencesfor different learning activities; preferences for different learning technologies”, afterrecognising them in context and developing their conscious and inductive grammaring skillsthrough consciousness-raising and discovery. ENG.8.3.R3.Students can make sense of and derive meaning from the current content on “personallife and well-being with mobile phones and their impact on health and social life; personalpreferences for films and visual arts”. ENG.8.3.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, basedon the current content about “personal life and well-being with mobile phones and their impacton health and social life; personal preferences for films and visual arts” after recognising themin context and developing their conscious and inductive vocabulary learning skills. ENG.8.3.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “personal life and well-being with mobile phonesand their impact on health and social life; personal preferences for films and visual arts”, afterrecognising them in context and developing their conscious and inductive grammaring skillsthrough consciousness-raising and discovery. ENG.8.4.R3.Students can make sense of and derive meaning from the current content on “family life andhome with relationships, problems and solutions in the family; different houses and livingstyles”. ENG.8.4.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, based onthe current content about “family life and home with relationships, problems and solutions inthe family; different houses and living styles” after recognising them in context and developingtheir conscious and inductive vocabulary learning skills. ENG.8.4.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “family life and home with relationships,problems and solutions in the family; different houses and living styles”, after recognisingthem in context and developing their conscious and inductive grammaring skills throughconsciousness-raising and discovery.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.8.1.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.8.1.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.8.1.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) tudents 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.8.1.W7 a) Students convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process. b) Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others. c) Students produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process. ENG.8.1.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.8.2.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.8.2.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) 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.8.2.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.8.3.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.8.3.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. 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.8.3.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.8.4.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.8.4.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) 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.8.4.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.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience,V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20.Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </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;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION 2</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary): Vocabulary for sports events in the city and rural area Vocabulary for pros and cons of living in rural areas and in the cities Vocabulary for different cooking styles and preferences in the world, Vocabulary for different food cultures in the world Vocabulary for natural disasters and their damage on animals and nature Vocabulary for self-driving cars, flying vehicles in the future Target Grammatical Structures in Use: Use of the Present Perfect Tense: Expressing actions or events that occurred at an unspecified time in the past and have relevance to the present Use of question tags: Seeking confirmation or agreement about an action or statement related to the present perfect Use of forming nouns from verbs using -ing: Creating gerund forms of verbs to describe activities or on going actions as nouns Use of the Present Perfect Tense: Expressing actions or events that occurred at an unspecified time in the past and have relevance to the present. Use of the Simple Past Tense: Describing completed actions or events that occurred at a specific time in the past Use of Phrasal Verbs: Expressing actions or meanings using combinations of verbs and particles. Use of conditional 1: Expressing possible future events or actions and their results based on specific conditions. Use of wish clauses: Expressing regrets or desires for situations to be different in the past, present, or future. Vocabulary for transport in the future Use of “Be Going to Future” Tense: Expressing planned or intended actions or events in the near future Use of the Simple Future Tense (will): Describing spontaneous decisions, predictions, or promises about the future. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.8.5.R3.Students can make sense of and derive meaning from the current content on “life in theneighbourhood and city including social life with sports events in the city and rural areas; prosand cons of living in rural areas and in the city”. ENG.8.5.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “life in the neighbourhood and city includingsocial life with sports events in the city and rural areas; pros and cons of living in rural areasand in the city”, after recognising them in context and developing their conscious and inductivegrammaring skills through consciousness-raising and discovery. ENG.8.6.R3.Students can make sense of and derive meaning from the current content on “life in the worldand culture with different cooking styles and preferences in the world; different food culturesin the world”. ENG.8.6.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, basedon the current content about “life in the world and culture with different cooking styles andpreferences in the world; different food cultures in the world” after recognising them in contextand developing their conscious and inductive vocabulary learning skills. ENG.8.6.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “life in the world and culture with differentcooking styles and preferences in the world; different food cultures in the world”, afterrecognising them in context and developing their conscious and inductive grammaring skillsthrough consciousness-raising and discovery. ENG.8.7.R3.Students can make sense of and derive meaning from the current content on “life in natureand global problems with natural disasters and their damage on animals and nature; naturaldisasters and their damage on people’s lives”. ENG.8.7.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, basedon the current content about “life in nature and global problems with natural disasters andtheir damage on animals and nature; natural disasters and their damage on people’s lives” afterrecognising them in context and developing their conscious and inductive vocabulary learningskills. ENG.8.7.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “life in nature and global problems with naturaldisasters and their damage on animals and nature; natural disasters and their damage onpeople’s lives”, after recognising them in context and developing their conscious and inductivegrammaring skills through consciousness-raising and discovery. ENG.8.7.W7.Students can reflect on their experiences, thoughts, ideas, and feelings related to the writingprocess about the current content on “life in nature and global problems with natural disastersand their damage on animals and nature; natural disasters and their damage on people’s lives”in relation to themselves or others, both individually and/or with others. ENG.8.8.R3.Students can make sense of and derive meaning from the current content on “life in theuniverse and future with transport in the future; self-driving cars; flying vehicles in the future”.Students can make sense of and derive meaning from the current content on “life in theuniverse and future with transport in the future; self-driving cars; flying vehicles in the future”. ENG.8.8.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, basedon the current content about “life in the universe and future with transport in the future; self-driving cars; flying vehicles in the future” after recognising them in context and developingtheir conscious and inductive vocabulary learning skills. ENG.8.8.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “life in the universe and future with transportin the future; self-driving cars; flying vehicles in the future”, after recognising them in contextand 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.8.5.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.8.5.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.8.6.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.8.6.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/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.8.6.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 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.8.7.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.8.7.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) 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.8.7.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.8.7.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.8.8.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.8.8.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/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) 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.8.8.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 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. j) Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS8. Sustainability Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION 2</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Target Vocabulary in Use (with revisional vocabulary): Vocabulary for sports events in the city and rural area Vocabulary for pros and cons of living in rural areas and in the cities Vocabulary for different cooking styles and preferences in the world, Vocabulary for different food cultures in the world Vocabulary for natural disasters and their damage on animals and nature Vocabulary for self-driving cars, flying vehicles in the future Target Grammatical Structures in Use: Use of the Present Perfect Tense: Expressing actions or events that occurred at an unspecified time in the past and have relevance to the present Use of question tags: Seeking confirmation or agreement about an action or statement related to the present perfect Use of forming nouns from verbs using -ing: Creating gerund forms of verbs to describe activities or on going actions as nouns Use of the Present Perfect Tense: Expressing actions or events that occurred at an unspecified time in the past and have relevance to the present. Use of the Simple Past Tense: Describing completed actions or events that occurred at a specific time in the past Use of Phrasal Verbs: Expressing actions or meanings using combinations of verbs and particles. Use of conditional 1: Expressing possible future events or actions and their results based on specific conditions. Use of wish clauses: Expressing regrets or desires for situations to be different in the past, present, or future. Vocabulary for transport in the future Use of “Be Going to Future” Tense: Expressing planned or intended actions or events in the near future Use of the Simple Future Tense (will): Describing spontaneous decisions, predictions, or promises about the future. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.8.5.R3.Students can make sense of and derive meaning from the current content on “life in theneighbourhood and city including social life with sports events in the city and rural areas; prosand cons of living in rural areas and in the city”. ENG.8.5.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “life in the neighbourhood and city includingsocial life with sports events in the city and rural areas; pros and cons of living in rural areasand in the city”, after recognising them in context and developing their conscious and inductivegrammaring skills through consciousness-raising and discovery. ENG.8.6.R3.Students can make sense of and derive meaning from the current content on “life in the worldand culture with different cooking styles and preferences in the world; different food culturesin the world”. ENG.8.6.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, basedon the current content about “life in the world and culture with different cooking styles andpreferences in the world; different food cultures in the world” after recognising them in contextand developing their conscious and inductive vocabulary learning skills. ENG.8.6.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “life in the world and culture with differentcooking styles and preferences in the world; different food cultures in the world”, afterrecognising them in context and developing their conscious and inductive grammaring skillsthrough consciousness-raising and discovery. ENG.8.7.R3.Students can make sense of and derive meaning from the current content on “life in natureand global problems with natural disasters and their damage on animals and nature; naturaldisasters and their damage on people’s lives”. ENG.8.7.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, basedon the current content about “life in nature and global problems with natural disasters andtheir damage on animals and nature; natural disasters and their damage on people’s lives” afterrecognising them in context and developing their conscious and inductive vocabulary learningskills. ENG.8.7.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “life in nature and global problems with naturaldisasters and their damage on animals and nature; natural disasters and their damage onpeople’s lives”, after recognising them in context and developing their conscious and inductivegrammaring skills through consciousness-raising and discovery. ENG.8.7.W7.Students can reflect on their experiences, thoughts, ideas, and feelings related to the writingprocess about the current content on “life in nature and global problems with natural disastersand their damage on animals and nature; natural disasters and their damage on people’s lives”in relation to themselves or others, both individually and/or with others. ENG.8.8.R3.Students can make sense of and derive meaning from the current content on “life in theuniverse and future with transport in the future; self-driving cars; flying vehicles in the future”.Students can make sense of and derive meaning from the current content on “life in theuniverse and future with transport in the future; self-driving cars; flying vehicles in the future”. ENG.8.8.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, basedon the current content about “life in the universe and future with transport in the future; self-driving cars; flying vehicles in the future” after recognising them in context and developingtheir conscious and inductive vocabulary learning skills. ENG.8.8.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “life in the universe and future with transportin the future; self-driving cars; flying vehicles in the future”, after recognising them in contextand 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.8.5.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.8.5.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.8.6.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.8.6.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/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.8.6.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 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.8.7.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.8.7.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) 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.8.7.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.8.7.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.8.8.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.8.8.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/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) 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.8.8.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 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. j) Students produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS8. Sustainability Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 1: SCHOOL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: "Students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations" Target Vocabulary in Use (with revisional vocabulary): Countries: Türkiye, the UK: United Kingdom (England, Scotland, Wales, Northern Ireland). the USA (the United States of America), Canada, Australia, New Zealand, South Africa, Italy, France, Germany, Spain, Russia, India, Japan, China, Mexico Nationalities & Languages: Turkish/Turkish, British/English, Scottish/English, Irish/English, American/English, Canadian/English- French Australian/English, New Zealander/English, South African/English, Italian/Italian, French/French, German/German, Spanish/Spanish, Russian/Russian, Indian/Hindi/Urdu/ English, Japanese/Japanese, Chinese/Chinese, Mexican/Spanish. Target Vocabulary: Countries: South Korea, Poland, Chile, Peru, Thailand, Norway, Hungary, Bulgaria, Azerbaijan, Uzbekistan, Turkmenistan, Turkish Republic of Northern Cyprus, Kazakhstan, Kyrgyzstan. Nationalities/Languages: South Korean/Korean, Polish/Polish, Chilean/Spanish, Peruvian/Spanish, Thai/Thai, Norwegian/Norwegian, Hungarian/Hungarian, Bulgarian/Bulgarian, Azerbaijani/ Azerbaijani, Uzbek/Uzbek, Turkmen/Turkmen, Turkish Cypriot/Turkish, Kazakh/Kazakh, Kyrgyz/Kyrgyz. Tourist attractions and activities: Nouns: Sightseeing, a tourist attraction, a trip, a journey, a location, a historical/ancient ruin, a historical site, a palace, a square, a tower, a castle, a monument, an art museum, baths, a boat ride, native language, fjords, UNESCO World Heritage Site, tourist spots. Verbs: To head to, to join, to be famous for. Adjectives: fascinating, ancient, native. Adverbs: Fluently *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -“To be” (present) for the following: (Where are you from? I’m/am from Türkiye.) (What’s/is your nationality? I’m/am Turkish.) -Modal “Can”: (What language (s) can you/we/they/she/he speak? I can speak Turkish. What is the capital of Türkiye? The capital of Türkiye is Ankara. Where can tourists visit in İstanbul? They can visit Sultanahmet Square/Galata Bridge/ Dolmabahçe Palace, etc. in İstanbul. What can tourists do in İstanbul? They can take a boat trip on the Bosphorus etc. in İstanbul. I can speak Japanese.) Functions of the Target Grammatical Structures in Use: -Use of “To be” in the Simple Present Tense (am, is, are): Introducing home countries, nationalities, languages, capitals, and historical places/ activities in capitals and/or home countries in English in the present time. -Use of “Can”: Describing possibility and opportunity: Describing (language) ability. Target Social Language Expressions in Use: Hello! Hi! Hi there! Let me introduce myself. This is Yasemin from Türkiye. Wow! This palace/tower/etc. is excellent/great/perfect! I like it here/there! Let’s grab our trays! Chat about..! Target Phonological Sounds in Use: Long and short vowels: a: (/ae/; /aeı/; /ə/; /a:/; /eɪ/; /a:/; /a/; /ɔː/; /eə/) Consonants: b: (/b/); silent /b/ c (/si/; /k/) d: /d/ *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.1.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.L2. Students can bring together the information in the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.L3. Students can make sense of and derive meaning from the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.9.1.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.1.R1. Students can prepare for reading the content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' efficiently and effectively. ENG.9.1.R2. Students can bring information together about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' through skimming, scanning and detailed reading. ENG.9.1.R3. Students can make sense of and derive meaning from the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.9.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.1.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''school life with students of different countries, nationalities, and languages; capitals oftheir countries, and touristattractions; activities in their capitals and countries; national days and celebrations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.1.W1. Students can prepare for writing efficiently and accurately based on the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.W3. Students can construct new written content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' based on their understanding of the model(s) provided. ENG.9.1.W4. Students can practise producing written content based on the current theme ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.W5. Students can engage in the process of writing related to the content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.W6. Students can reconstruct their writing about the current theme on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' to communicate effectively about it. ENG.9.1.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.9.1.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.S2. Students can analyse and understand the model content related to ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' to support the production of spoken language. ENG.9.1.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.S4. Students can construct meaningful spoken content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' through efficient and meaningful practice. ENG.9.1.S5. Students can reconstruct the information about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' when communicating with others. ENG.9.1.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.9.1.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.9.1.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.9.1.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.9.1.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.9.1.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)/ 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.9.1.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 with it. ENG.9.1.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.9.1.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.9.1.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.9.1.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.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EKİM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 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;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 1: SCHOOL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: "Students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations" Target Vocabulary in Use (with revisional vocabulary): Countries: Türkiye, the UK: United Kingdom (England, Scotland, Wales, Northern Ireland). the USA (the United States of America), Canada, Australia, New Zealand, South Africa, Italy, France, Germany, Spain, Russia, India, Japan, China, Mexico Nationalities & Languages: Turkish/Turkish, British/English, Scottish/English, Irish/English, American/English, Canadian/English- French Australian/English, New Zealander/English, South African/English, Italian/Italian, French/French, German/German, Spanish/Spanish, Russian/Russian, Indian/Hindi/Urdu/ English, Japanese/Japanese, Chinese/Chinese, Mexican/Spanish. Target Vocabulary: Countries: South Korea, Poland, Chile, Peru, Thailand, Norway, Hungary, Bulgaria, Azerbaijan, Uzbekistan, Turkmenistan, Turkish Republic of Northern Cyprus, Kazakhstan, Kyrgyzstan. Nationalities/Languages: South Korean/Korean, Polish/Polish, Chilean/Spanish, Peruvian/Spanish, Thai/Thai, Norwegian/Norwegian, Hungarian/Hungarian, Bulgarian/Bulgarian, Azerbaijani/ Azerbaijani, Uzbek/Uzbek, Turkmen/Turkmen, Turkish Cypriot/Turkish, Kazakh/Kazakh, Kyrgyz/Kyrgyz. Tourist attractions and activities: Nouns: Sightseeing, a tourist attraction, a trip, a journey, a location, a historical/ancient ruin, a historical site, a palace, a square, a tower, a castle, a monument, an art museum, baths, a boat ride, native language, fjords, UNESCO World Heritage Site, tourist spots. Verbs: To head to, to join, to be famous for. Adjectives: fascinating, ancient, native. Adverbs: Fluently *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -“To be” (present) for the following: (Where are you from? I’m/am from Türkiye.) (What’s/is your nationality? I’m/am Turkish.) -Modal “Can”: (What language (s) can you/we/they/she/he speak? I can speak Turkish. What is the capital of Türkiye? The capital of Türkiye is Ankara. Where can tourists visit in İstanbul? They can visit Sultanahmet Square/Galata Bridge/ Dolmabahçe Palace, etc. in İstanbul. What can tourists do in İstanbul? They can take a boat trip on the Bosphorus etc. in İstanbul. I can speak Japanese.) Functions of the Target Grammatical Structures in Use: -Use of “To be” in the Simple Present Tense (am, is, are): Introducing home countries, nationalities, languages, capitals, and historical places/ activities in capitals and/or home countries in English in the present time. -Use of “Can”: Describing possibility and opportunity: Describing (language) ability. Target Social Language Expressions in Use: Hello! Hi! Hi there! Let me introduce myself. This is Yasemin from Türkiye. Wow! This palace/tower/etc. is excellent/great/perfect! I like it here/there! Let’s grab our trays! Chat about..! Target Phonological Sounds in Use: Long and short vowels: a: (/ae/; /aeı/; /ə/; /a:/; /eɪ/; /a:/; /a/; /ɔː/; /eə/) Consonants: b: (/b/); silent /b/ c (/si/; /k/) d: /d/ *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.1.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.L2. Students can bring together the information in the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.L3. Students can make sense of and derive meaning from the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.9.1.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.1.R1. Students can prepare for reading the content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' efficiently and effectively. ENG.9.1.R2. Students can bring information together about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' through skimming, scanning and detailed reading. ENG.9.1.R3. Students can make sense of and derive meaning from the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.9.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.1.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''school life with students of different countries, nationalities, and languages; capitals oftheir countries, and touristattractions; activities in their capitals and countries; national days and celebrations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.1.W1. Students can prepare for writing efficiently and accurately based on the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.W3. Students can construct new written content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' based on their understanding of the model(s) provided. ENG.9.1.W4. Students can practise producing written content based on the current theme ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.W5. Students can engage in the process of writing related to the content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.W6. Students can reconstruct their writing about the current theme on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' to communicate effectively about it. ENG.9.1.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.9.1.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.S2. Students can analyse and understand the model content related to ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' to support the production of spoken language. ENG.9.1.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.S4. Students can construct meaningful spoken content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' through efficient and meaningful practice. ENG.9.1.S5. Students can reconstruct the information about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' when communicating with others. ENG.9.1.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.9.1.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.9.1.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.9.1.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.9.1.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.9.1.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)/ 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.9.1.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 with it. ENG.9.1.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.9.1.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.9.1.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.9.1.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.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EKİM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 8. Hafta: </div> <div> 27-31 Ekim </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 1: SCHOOL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: "Students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations" Target Vocabulary in Use (with revisional vocabulary): Countries: Türkiye, the UK: United Kingdom (England, Scotland, Wales, Northern Ireland). the USA (the United States of America), Canada, Australia, New Zealand, South Africa, Italy, France, Germany, Spain, Russia, India, Japan, China, Mexico Nationalities & Languages: Turkish/Turkish, British/English, Scottish/English, Irish/English, American/English, Canadian/English- French Australian/English, New Zealander/English, South African/English, Italian/Italian, French/French, German/German, Spanish/Spanish, Russian/Russian, Indian/Hindi/Urdu/ English, Japanese/Japanese, Chinese/Chinese, Mexican/Spanish. Target Vocabulary: Countries: South Korea, Poland, Chile, Peru, Thailand, Norway, Hungary, Bulgaria, Azerbaijan, Uzbekistan, Turkmenistan, Turkish Republic of Northern Cyprus, Kazakhstan, Kyrgyzstan. Nationalities/Languages: South Korean/Korean, Polish/Polish, Chilean/Spanish, Peruvian/Spanish, Thai/Thai, Norwegian/Norwegian, Hungarian/Hungarian, Bulgarian/Bulgarian, Azerbaijani/ Azerbaijani, Uzbek/Uzbek, Turkmen/Turkmen, Turkish Cypriot/Turkish, Kazakh/Kazakh, Kyrgyz/Kyrgyz. Tourist attractions and activities: Nouns: Sightseeing, a tourist attraction, a trip, a journey, a location, a historical/ancient ruin, a historical site, a palace, a square, a tower, a castle, a monument, an art museum, baths, a boat ride, native language, fjords, UNESCO World Heritage Site, tourist spots. Verbs: To head to, to join, to be famous for. Adjectives: fascinating, ancient, native. Adverbs: Fluently *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -“To be” (present) for the following: (Where are you from? I’m/am from Türkiye.) (What’s/is your nationality? I’m/am Turkish.) -Modal “Can”: (What language (s) can you/we/they/she/he speak? I can speak Turkish. What is the capital of Türkiye? The capital of Türkiye is Ankara. Where can tourists visit in İstanbul? They can visit Sultanahmet Square/Galata Bridge/ Dolmabahçe Palace, etc. in İstanbul. What can tourists do in İstanbul? They can take a boat trip on the Bosphorus etc. in İstanbul. I can speak Japanese.) Functions of the Target Grammatical Structures in Use: -Use of “To be” in the Simple Present Tense (am, is, are): Introducing home countries, nationalities, languages, capitals, and historical places/ activities in capitals and/or home countries in English in the present time. -Use of “Can”: Describing possibility and opportunity: Describing (language) ability. Target Social Language Expressions in Use: Hello! Hi! Hi there! Let me introduce myself. This is Yasemin from Türkiye. Wow! This palace/tower/etc. is excellent/great/perfect! I like it here/there! Let’s grab our trays! Chat about..! Target Phonological Sounds in Use: Long and short vowels: a: (/ae/; /aeı/; /ə/; /a:/; /eɪ/; /a:/; /a/; /ɔː/; /eə/) Consonants: b: (/b/); silent /b/ c (/si/; /k/) d: /d/ *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.1.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.L2. Students can bring together the information in the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.L3. Students can make sense of and derive meaning from the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.9.1.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.1.R1. Students can prepare for reading the content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' efficiently and effectively. ENG.9.1.R2. Students can bring information together about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' through skimming, scanning and detailed reading. ENG.9.1.R3. Students can make sense of and derive meaning from the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.9.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.1.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''school life with students of different countries, nationalities, and languages; capitals oftheir countries, and touristattractions; activities in their capitals and countries; national days and celebrations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.1.W1. Students can prepare for writing efficiently and accurately based on the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.W3. Students can construct new written content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' based on their understanding of the model(s) provided. ENG.9.1.W4. Students can practise producing written content based on the current theme ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.W5. Students can engage in the process of writing related to the content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.W6. Students can reconstruct their writing about the current theme on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' to communicate effectively about it. ENG.9.1.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.9.1.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.S2. Students can analyse and understand the model content related to ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' to support the production of spoken language. ENG.9.1.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.S4. Students can construct meaningful spoken content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' through efficient and meaningful practice. ENG.9.1.S5. Students can reconstruct the information about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' when communicating with others. ENG.9.1.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.9.1.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.9.1.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.9.1.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.9.1.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.9.1.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)/ 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.9.1.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 with it. ENG.9.1.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.9.1.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.9.1.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.9.1.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.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">2+2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 1: SCHOOL LIFE THEME 2: CLASSROOM LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: "Students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations" Target Vocabulary in Use (with revisional vocabulary): Countries: Türkiye, the UK: United Kingdom (England, Scotland, Wales, Northern Ireland). the USA (the United States of America), Canada, Australia, New Zealand, South Africa, Italy, France, Germany, Spain, Russia, India, Japan, China, Mexico Nationalities & Languages: Turkish/Turkish, British/English, Scottish/English, Irish/English, American/English, Canadian/English- French Australian/English, New Zealander/English, South African/English, Italian/Italian, French/French, German/German, Spanish/Spanish, Russian/Russian, Indian/Hindi/Urdu/ English, Japanese/Japanese, Chinese/Chinese, Mexican/Spanish. Target Vocabulary: Countries: South Korea, Poland, Chile, Peru, Thailand, Norway, Hungary, Bulgaria, Azerbaijan, Uzbekistan, Turkmenistan, Turkish Republic of Northern Cyprus, Kazakhstan, Kyrgyzstan. Nationalities/Languages: South Korean/Korean, Polish/Polish, Chilean/Spanish, Peruvian/Spanish, Thai/Thai, Norwegian/Norwegian, Hungarian/Hungarian, Bulgarian/Bulgarian, Azerbaijani/ Azerbaijani, Uzbek/Uzbek, Turkmen/Turkmen, Turkish Cypriot/Turkish, Kazakh/Kazakh, Kyrgyz/Kyrgyz. Tourist attractions and activities: Nouns: Sightseeing, a tourist attraction, a trip, a journey, a location, a historical/ancient ruin, a historical site, a palace, a square, a tower, a castle, a monument, an art museum, baths, a boat ride, native language, fjords, UNESCO World Heritage Site, tourist spots. Verbs: To head to, to join, to be famous for. Adjectives: fascinating, ancient, native. Adverbs: Fluently *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -“To be” (present) for the following: (Where are you from? I’m/am from Türkiye.) (What’s/is your nationality? I’m/am Turkish.) -Modal “Can”: (What language (s) can you/we/they/she/he speak? I can speak Turkish. What is the capital of Türkiye? The capital of Türkiye is Ankara. Where can tourists visit in İstanbul? They can visit Sultanahmet Square/Galata Bridge/ Dolmabahçe Palace, etc. in İstanbul. What can tourists do in İstanbul? They can take a boat trip on the Bosphorus etc. in İstanbul. I can speak Japanese.) Functions of the Target Grammatical Structures in Use: -Use of “To be” in the Simple Present Tense (am, is, are): Introducing home countries, nationalities, languages, capitals, and historical places/ activities in capitals and/or home countries in English in the present time. -Use of “Can”: Describing possibility and opportunity: Describing (language) ability. Target Social Language Expressions in Use: Hello! Hi! Hi there! Let me introduce myself. This is Yasemin from Türkiye. Wow! This palace/tower/etc. is excellent/great/perfect! I like it here/there! Let’s grab our trays! Chat about..! Target Phonological Sounds in Use: Long and short vowels: a: (/ae/; /aeı/; /ə/; /a:/; /eɪ/; /a:/; /a/; /ɔː/; /eə/) Consonants: b: (/b/); silent /b/ c (/si/; /k/) d: /d/ *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) Sub-themes: ''Classmates, friendships, daily and study routines, habits, and activities'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for daily routines, habits, and activities: Verbs: To wake up, to get out of bed, to make (my) bed, to clean (my) face, to have/take a bath/shower, to comb (my) hair, to take clothes off, to get dressed, to put clothes on, to (re)charge (my) phone, to check emails/ messages, to leave home, to take the (school) bus/train/taxi to school, to walk to school, to attend classes, to have a break, to leave school, to return home, to arrive home, to watch series/ films/documentaries, to relax, to go shopping, to do household chores, to run errands. Vocabulary for study routines, habits and activities: Nouns: A task. Verbs: To plan, to work on (my) tasks, to participate (activities), to read silently/aloud etc., to repeat, to take notes, to last, to focus, to highlight, to keep up with, to get back to (studying) Time expressions: Every day, every Monday/Tuesday etc., on Mondays/Tuesdays, always, often, sometimes, occasionally, rarely, never. Adverbs of manner: Slowly, quickly, carefully, neatly. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Present Tense (Subject verb agreement with subject pronouns “I, we, you, she, he, they, it”.) (I always walk to school.) Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing daily and study routines, habits, and activities. Target Social Language Expressions in Use: Bright and early! I call it a day! Hit the books! I learn by heart! Work hard, play later! Target Phonological Sounds in Use: Vowels: e: (/e/; /ae/) Consonants: f: (/f/), g: (/g/, /dʒ/), h: (/h/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.1.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.L2. Students can bring together the information in the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.L3. Students can make sense of and derive meaning from the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.9.1.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.1.R1. Students can prepare for reading the content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' efficiently and effectively. ENG.9.1.R2. Students can bring information together about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' through skimming, scanning and detailed reading. ENG.9.1.R3. Students can make sense of and derive meaning from the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.9.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.1.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''school life with students of different countries, nationalities, and languages; capitals oftheir countries, and touristattractions; activities in their capitals and countries; national days and celebrations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.1.W1. Students can prepare for writing efficiently and accurately based on the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.W3. Students can construct new written content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' based on their understanding of the model(s) provided. ENG.9.1.W4. Students can practise producing written content based on the current theme ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.W5. Students can engage in the process of writing related to the content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.W6. Students can reconstruct their writing about the current theme on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' to communicate effectively about it. ENG.9.1.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.9.1.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.S2. Students can analyse and understand the model content related to ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' to support the production of spoken language. ENG.9.1.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. ENG.9.1.S4. Students can construct meaningful spoken content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' through efficient and meaningful practice. ENG.9.1.S5. Students can reconstruct the information about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' when communicating with others. ENG.9.1.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.9.2.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' ENG.9.2.L2. Students can bring together the information in the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' ENG.9.2.L3. Students can make sense of and derive meaning from the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. ENG.9.2.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' in relation to themselves or others, both individually and/or with others. ENG.9.2.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.2.R1. Students can prepare for reading the content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' efficiently and effectively. ENG.9.2.R2. Students can bring information together about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' through skimming, scanning and detailed reading. ENG.9.2.R3. Students can make sense of and derive meaning from the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. ENG.9.2.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' in relation to themselves or others, both individually and/or with others. ENG.9.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.2.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.2.W1. Students can prepare for writing efficiently and accurately based on the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. ENG.9.2.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' ENG.9.2.W3. Students can construct new written content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' based on their understanding of the model(s) provided. ENG.9.2.W4. Students can practise producing written content based on the current theme ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' ENG.9.2.W5. Students can engage in the process of writing related to the content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. ENG.9.2.W6. Students can reconstruct their writing about the current theme on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' to communicate effectively about it. ENG.9.2.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' in relation to themselves or others, both individually and/or with others. ENG.9.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. ENG.9.2.S2. Students can analyse and understand the model content related to ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' to support the production of spoken language. ENG.9.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. ENG.9.2.S4. Students can construct meaningful spoken content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' through efficient and meaningful practice. ENG.9.2.S5. Students can reconstruct the information about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' when communicating with others. ENG.9.2.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' 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.9.1.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.9.1.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.9.1.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.9.1.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.9.1.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)/ 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.9.1.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 with it. ENG.9.1.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.9.1.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.9.1.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.9.1.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. ENG.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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. ENG.9.2.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) 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.9.2.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.9.2.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.9.2.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.9.2.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) 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.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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 written work after participating in reflective activities related to the current writing-expression content and process. ENG.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1 Adaptability Skill SELS3.2 Flexibility Skill SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Kızılay Haftası, Organ Bağışı ve Nakli Haftası, Lösemili Çocuklar Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> KASIM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 10. Hafta: </div> <div> 10-14 Kasım </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">FIRST MIDTERM BREAK: November 10 - 14</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> FIRST MIDTERM BREAK: November 10 - 14 </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> FIRST MIDTERM BREAK: November 10 - 14</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">FIRST MIDTERM BREAK: November 10 - 14</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > FIRST MIDTERM BREAK: November 10 - 14 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> FIRST MIDTERM BREAK: November 10 - 14 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> FIRST MIDTERM BREAK: November 10 - 14 </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;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 2: CLASSROOM LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: ''Classmates, friendships, daily and study routines, habits, and activities'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for daily routines, habits, and activities: Verbs: To wake up, to get out of bed, to make (my) bed, to clean (my) face, to have/take a bath/shower, to comb (my) hair, to take clothes off, to get dressed, to put clothes on, to (re)charge (my) phone, to check emails/ messages, to leave home, to take the (school) bus/train/taxi to school, to walk to school, to attend classes, to have a break, to leave school, to return home, to arrive home, to watch series/ films/documentaries, to relax, to go shopping, to do household chores, to run errands. Vocabulary for study routines, habits and activities: Nouns: A task. Verbs: To plan, to work on (my) tasks, to participate (activities), to read silently/aloud etc., to repeat, to take notes, to last, to focus, to highlight, to keep up with, to get back to (studying) Time expressions: Every day, every Monday/Tuesday etc., on Mondays/Tuesdays, always, often, sometimes, occasionally, rarely, never. Adverbs of manner: Slowly, quickly, carefully, neatly. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Present Tense (Subject verb agreement with subject pronouns “I, we, you, she, he, they, it”.) (I always walk to school.) Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing daily and study routines, habits, and activities. Target Social Language Expressions in Use: Bright and early! I call it a day! Hit the books! I learn by heart! Work hard, play later! Target Phonological Sounds in Use: Vowels: e: (/e/; /ae/) Consonants: f: (/f/), g: (/g/, /dʒ/), h: (/h/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.2.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' ENG.9.2.L2. Students can bring together the information in the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' ENG.9.2.L3. Students can make sense of and derive meaning from the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. ENG.9.2.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' in relation to themselves or others, both individually and/or with others. ENG.9.2.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.2.R1. Students can prepare for reading the content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' efficiently and effectively. ENG.9.2.R2. Students can bring information together about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' through skimming, scanning and detailed reading. ENG.9.2.R3. Students can make sense of and derive meaning from the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. ENG.9.2.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' in relation to themselves or others, both individually and/or with others. ENG.9.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.2.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.2.W1. Students can prepare for writing efficiently and accurately based on the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. ENG.9.2.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' ENG.9.2.W3. Students can construct new written content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' based on their understanding of the model(s) provided. ENG.9.2.W4. Students can practise producing written content based on the current theme ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' ENG.9.2.W5. Students can engage in the process of writing related to the content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. ENG.9.2.W6. Students can reconstruct their writing about the current theme on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' to communicate effectively about it. ENG.9.2.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' in relation to themselves or others, both individually and/or with others. ENG.9.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. ENG.9.2.S2. Students can analyse and understand the model content related to ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' to support the production of spoken language. ENG.9.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. ENG.9.2.S4. Students can construct meaningful spoken content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' through efficient and meaningful practice. ENG.9.2.S5. Students can reconstruct the information about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' when communicating with others. ENG.9.2.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' 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.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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. ENG.9.2.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) 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.9.2.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.9.2.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.9.2.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.9.2.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) 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.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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 written work after participating in reflective activities related to the current writing-expression content and process. ENG.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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;" > SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1 Adaptability Skill SELS3.2 Flexibility Skill SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 2: CLASSROOM LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: ''Classmates, friendships, daily and study routines, habits, and activities'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for daily routines, habits, and activities: Verbs: To wake up, to get out of bed, to make (my) bed, to clean (my) face, to have/take a bath/shower, to comb (my) hair, to take clothes off, to get dressed, to put clothes on, to (re)charge (my) phone, to check emails/ messages, to leave home, to take the (school) bus/train/taxi to school, to walk to school, to attend classes, to have a break, to leave school, to return home, to arrive home, to watch series/ films/documentaries, to relax, to go shopping, to do household chores, to run errands. Vocabulary for study routines, habits and activities: Nouns: A task. Verbs: To plan, to work on (my) tasks, to participate (activities), to read silently/aloud etc., to repeat, to take notes, to last, to focus, to highlight, to keep up with, to get back to (studying) Time expressions: Every day, every Monday/Tuesday etc., on Mondays/Tuesdays, always, often, sometimes, occasionally, rarely, never. Adverbs of manner: Slowly, quickly, carefully, neatly. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Present Tense (Subject verb agreement with subject pronouns “I, we, you, she, he, they, it”.) (I always walk to school.) Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing daily and study routines, habits, and activities. Target Social Language Expressions in Use: Bright and early! I call it a day! Hit the books! I learn by heart! Work hard, play later! Target Phonological Sounds in Use: Vowels: e: (/e/; /ae/) Consonants: f: (/f/), g: (/g/, /dʒ/), h: (/h/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.2.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' ENG.9.2.L2. Students can bring together the information in the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' ENG.9.2.L3. Students can make sense of and derive meaning from the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. ENG.9.2.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' in relation to themselves or others, both individually and/or with others. ENG.9.2.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.2.R1. Students can prepare for reading the content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' efficiently and effectively. ENG.9.2.R2. Students can bring information together about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' through skimming, scanning and detailed reading. ENG.9.2.R3. Students can make sense of and derive meaning from the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. ENG.9.2.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' in relation to themselves or others, both individually and/or with others. ENG.9.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.2.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.2.W1. Students can prepare for writing efficiently and accurately based on the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. ENG.9.2.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' ENG.9.2.W3. Students can construct new written content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' based on their understanding of the model(s) provided. ENG.9.2.W4. Students can practise producing written content based on the current theme ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' ENG.9.2.W5. Students can engage in the process of writing related to the content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. ENG.9.2.W6. Students can reconstruct their writing about the current theme on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' to communicate effectively about it. ENG.9.2.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' in relation to themselves or others, both individually and/or with others. ENG.9.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. ENG.9.2.S2. Students can analyse and understand the model content related to ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' to support the production of spoken language. ENG.9.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. ENG.9.2.S4. Students can construct meaningful spoken content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' through efficient and meaningful practice. ENG.9.2.S5. Students can reconstruct the information about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' when communicating with others. ENG.9.2.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' 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.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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. ENG.9.2.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) 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.9.2.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.9.2.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.9.2.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.9.2.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) 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.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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 written work after participating in reflective activities related to the current writing-expression content and process. ENG.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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;" > SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1 Adaptability Skill SELS3.2 Flexibility Skill SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 2: CLASSROOM LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: ''Classmates, friendships, daily and study routines, habits, and activities'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for daily routines, habits, and activities: Verbs: To wake up, to get out of bed, to make (my) bed, to clean (my) face, to have/take a bath/shower, to comb (my) hair, to take clothes off, to get dressed, to put clothes on, to (re)charge (my) phone, to check emails/ messages, to leave home, to take the (school) bus/train/taxi to school, to walk to school, to attend classes, to have a break, to leave school, to return home, to arrive home, to watch series/ films/documentaries, to relax, to go shopping, to do household chores, to run errands. Vocabulary for study routines, habits and activities: Nouns: A task. Verbs: To plan, to work on (my) tasks, to participate (activities), to read silently/aloud etc., to repeat, to take notes, to last, to focus, to highlight, to keep up with, to get back to (studying) Time expressions: Every day, every Monday/Tuesday etc., on Mondays/Tuesdays, always, often, sometimes, occasionally, rarely, never. Adverbs of manner: Slowly, quickly, carefully, neatly. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Present Tense (Subject verb agreement with subject pronouns “I, we, you, she, he, they, it”.) (I always walk to school.) Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing daily and study routines, habits, and activities. Target Social Language Expressions in Use: Bright and early! I call it a day! Hit the books! I learn by heart! Work hard, play later! Target Phonological Sounds in Use: Vowels: e: (/e/; /ae/) Consonants: f: (/f/), g: (/g/, /dʒ/), h: (/h/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.2.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' ENG.9.2.L2. Students can bring together the information in the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' ENG.9.2.L3. Students can make sense of and derive meaning from the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. ENG.9.2.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' in relation to themselves or others, both individually and/or with others. ENG.9.2.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.2.R1. Students can prepare for reading the content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' efficiently and effectively. ENG.9.2.R2. Students can bring information together about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' through skimming, scanning and detailed reading. ENG.9.2.R3. Students can make sense of and derive meaning from the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. ENG.9.2.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' in relation to themselves or others, both individually and/or with others. ENG.9.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.2.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.2.W1. Students can prepare for writing efficiently and accurately based on the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. ENG.9.2.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' ENG.9.2.W3. Students can construct new written content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' based on their understanding of the model(s) provided. ENG.9.2.W4. Students can practise producing written content based on the current theme ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' ENG.9.2.W5. Students can engage in the process of writing related to the content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. ENG.9.2.W6. Students can reconstruct their writing about the current theme on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' to communicate effectively about it. ENG.9.2.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' in relation to themselves or others, both individually and/or with others. ENG.9.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. ENG.9.2.S2. Students can analyse and understand the model content related to ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' to support the production of spoken language. ENG.9.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. ENG.9.2.S4. Students can construct meaningful spoken content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' through efficient and meaningful practice. ENG.9.2.S5. Students can reconstruct the information about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' when communicating with others. ENG.9.2.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' 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.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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. ENG.9.2.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) 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.9.2.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.9.2.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.9.2.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.9.2.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) 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.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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 written work after participating in reflective activities related to the current writing-expression content and process. ENG.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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.9.2.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;" > SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1 Adaptability Skill SELS3.2 Flexibility Skill SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 3: PERSONAL LIFE: PHYSICAL APPEARANCE & PERSONALITY</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: “Physical appearance in terms of physical features and personality in terms of personal traits and characters” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for physical features: Vocabulary for body weight: Plump, slim, well-built. Vocabulary for body height: Medium-height. Vocabulary for hair colour/shape: Blond (male), blonde (female), wavy, curly, straight. Vocabulary for skin colour: Brunette, fair (skinned), tan (skinned) pale (skinned), dark (skinned) Vocabulary for age: Middle-aged, elderly. Vocabulary for physical appearance: Attractive, handsome, good-looking, pretty. Vocabulary for personality: Adjectives: Smart, clever, confident, cheerful, outgoing, careless, calm, shy, silly, forgetful, honest, brave, serious, gentle, kind, polite, generous, rude, peaceful, quiet, moody. Vocabulary for describing appearance: Verbs: To look (like), to sound, to seem. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Present Simple Tense (to be in present) (subject verb agreement with subject pronouns “I, we, you, she, he, they, it): (What does s/he look like? S/he looks very nice.) (What kind of a person is s/he? S/He is a brave person / S/He’s very honest.) -Too & enough: (S/He’s/is too good. S/He’s/is good enough.) Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing people’s physical appearances, being in present, describing people’s personalities -Use of “too & enough”: “Too” indicates degrees (Too means more than necessary. “Enough” indicates the right amount of something) Target Social Language Expressions in Use: You look amazing! That sounds great! She’s/is too young! What a good person! Target Phonological Sounds in Use: Vowels: i: (/i:/;/ɪ/; /aɪ/) Consonants: j: (ʒ/); k (/k/), l /l/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.3.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.L2. Students can bring together the information in the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.L3. Students can make sense of and derive meaning from the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others. ENG.9.3.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.3.R1. Students can prepare for reading the content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' efficiently and effectively. ENG.9.3.R2. Students can bring information together about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' through skimming, scanning and detailed reading. ENG.9.3.R3. Students can make sense of and derive meaning from the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others. ENG.9.3.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others. ENG.9.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.3.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness- raising and discovery. ENG.9.3.W1. Students can prepare for writing efficiently and accurately based on the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.W3. Students can construct new written content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' based on their understanding of the model(s) provided. ENG.9.3.W4. Students can practise producing written content based on the current theme ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.W5. Students can engage in the process of writing related to the content of ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.W6. Students can reconstruct their writing about the current theme on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' to communicate effectively about it. ENG.9.3.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others. ENG.9.3.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.S2. Students can analyse and understand the model content related to ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' to support the production of spoken language. ENG.9.3.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.S4. Students can construct meaningful spoken content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' through efficient and meaningful practice. ENG.9.3.S5. Students can reconstruct the information about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' when communicating with others. ENG.9.3.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' 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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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) 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.9.3.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.9.3.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.9.3.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 works after participating in reflective activities related to the current reading- comprehension content and process. ENG.9.3.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. 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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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. ENG.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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;" > SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1 Adaptability Skill SELS3.2 Flexibility Skill SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, 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;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 3: PERSONAL LIFE: PHYSICAL APPEARANCE & PERSONALITY</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: “Physical appearance in terms of physical features and personality in terms of personal traits and characters” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for physical features: Vocabulary for body weight: Plump, slim, well-built. Vocabulary for body height: Medium-height. Vocabulary for hair colour/shape: Blond (male), blonde (female), wavy, curly, straight. Vocabulary for skin colour: Brunette, fair (skinned), tan (skinned) pale (skinned), dark (skinned) Vocabulary for age: Middle-aged, elderly. Vocabulary for physical appearance: Attractive, handsome, good-looking, pretty. Vocabulary for personality: Adjectives: Smart, clever, confident, cheerful, outgoing, careless, calm, shy, silly, forgetful, honest, brave, serious, gentle, kind, polite, generous, rude, peaceful, quiet, moody. Vocabulary for describing appearance: Verbs: To look (like), to sound, to seem. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Present Simple Tense (to be in present) (subject verb agreement with subject pronouns “I, we, you, she, he, they, it): (What does s/he look like? S/he looks very nice.) (What kind of a person is s/he? S/He is a brave person / S/He’s very honest.) -Too & enough: (S/He’s/is too good. S/He’s/is good enough.) Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing people’s physical appearances, being in present, describing people’s personalities -Use of “too & enough”: “Too” indicates degrees (Too means more than necessary. “Enough” indicates the right amount of something) Target Social Language Expressions in Use: You look amazing! That sounds great! She’s/is too young! What a good person! Target Phonological Sounds in Use: Vowels: i: (/i:/;/ɪ/; /aɪ/) Consonants: j: (ʒ/); k (/k/), l /l/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.3.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.L2. Students can bring together the information in the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.L3. Students can make sense of and derive meaning from the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others. ENG.9.3.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.3.R1. Students can prepare for reading the content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' efficiently and effectively. ENG.9.3.R2. Students can bring information together about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' through skimming, scanning and detailed reading. ENG.9.3.R3. Students can make sense of and derive meaning from the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others. ENG.9.3.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others. ENG.9.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.3.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness- raising and discovery. ENG.9.3.W1. Students can prepare for writing efficiently and accurately based on the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.W3. Students can construct new written content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' based on their understanding of the model(s) provided. ENG.9.3.W4. Students can practise producing written content based on the current theme ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.W5. Students can engage in the process of writing related to the content of ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.W6. Students can reconstruct their writing about the current theme on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' to communicate effectively about it. ENG.9.3.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others. ENG.9.3.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.S2. Students can analyse and understand the model content related to ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' to support the production of spoken language. ENG.9.3.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.S4. Students can construct meaningful spoken content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' through efficient and meaningful practice. ENG.9.3.S5. Students can reconstruct the information about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' when communicating with others. ENG.9.3.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' 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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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) 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.9.3.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.9.3.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.9.3.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 works after participating in reflective activities related to the current reading- comprehension content and process. ENG.9.3.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. 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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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. ENG.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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;" > SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1 Adaptability Skill SELS3.2 Flexibility Skill SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, 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;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EVALUATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EVALUATION </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EVALUATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EVALUATION</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > EVALUATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EVALUATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EVALUATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 3: PERSONAL LIFE: PHYSICAL APPEARANCE & PERSONALITY</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: “Physical appearance in terms of physical features and personality in terms of personal traits and characters” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for physical features: Vocabulary for body weight: Plump, slim, well-built. Vocabulary for body height: Medium-height. Vocabulary for hair colour/shape: Blond (male), blonde (female), wavy, curly, straight. Vocabulary for skin colour: Brunette, fair (skinned), tan (skinned) pale (skinned), dark (skinned) Vocabulary for age: Middle-aged, elderly. Vocabulary for physical appearance: Attractive, handsome, good-looking, pretty. Vocabulary for personality: Adjectives: Smart, clever, confident, cheerful, outgoing, careless, calm, shy, silly, forgetful, honest, brave, serious, gentle, kind, polite, generous, rude, peaceful, quiet, moody. Vocabulary for describing appearance: Verbs: To look (like), to sound, to seem. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Present Simple Tense (to be in present) (subject verb agreement with subject pronouns “I, we, you, she, he, they, it): (What does s/he look like? S/he looks very nice.) (What kind of a person is s/he? S/He is a brave person / S/He’s very honest.) -Too & enough: (S/He’s/is too good. S/He’s/is good enough.) Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing people’s physical appearances, being in present, describing people’s personalities -Use of “too & enough”: “Too” indicates degrees (Too means more than necessary. “Enough” indicates the right amount of something) Target Social Language Expressions in Use: You look amazing! That sounds great! She’s/is too young! What a good person! Target Phonological Sounds in Use: Vowels: i: (/i:/;/ɪ/; /aɪ/) Consonants: j: (ʒ/); k (/k/), l /l/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.3.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.L2. Students can bring together the information in the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.L3. Students can make sense of and derive meaning from the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others. ENG.9.3.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.3.R1. Students can prepare for reading the content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' efficiently and effectively. ENG.9.3.R2. Students can bring information together about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' through skimming, scanning and detailed reading. ENG.9.3.R3. Students can make sense of and derive meaning from the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others. ENG.9.3.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others. ENG.9.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.3.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness- raising and discovery. ENG.9.3.W1. Students can prepare for writing efficiently and accurately based on the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.W3. Students can construct new written content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' based on their understanding of the model(s) provided. ENG.9.3.W4. Students can practise producing written content based on the current theme ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.W5. Students can engage in the process of writing related to the content of ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.W6. Students can reconstruct their writing about the current theme on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' to communicate effectively about it. ENG.9.3.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others. ENG.9.3.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.S2. Students can analyse and understand the model content related to ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' to support the production of spoken language. ENG.9.3.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.S4. Students can construct meaningful spoken content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' through efficient and meaningful practice. ENG.9.3.S5. Students can reconstruct the information about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' when communicating with others. ENG.9.3.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' 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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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) 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.9.3.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.9.3.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.9.3.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 works after participating in reflective activities related to the current reading- comprehension content and process. ENG.9.3.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. 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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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. ENG.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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;" > SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1 Adaptability Skill SELS3.2 Flexibility Skill SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, 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;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 3: PERSONAL LIFE: PHYSICAL APPEARANCE & PERSONALITY THEME 4: FAMILY LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: “Physical appearance in terms of physical features and personality in terms of personal traits and characters” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for physical features: Vocabulary for body weight: Plump, slim, well-built. Vocabulary for body height: Medium-height. Vocabulary for hair colour/shape: Blond (male), blonde (female), wavy, curly, straight. Vocabulary for skin colour: Brunette, fair (skinned), tan (skinned) pale (skinned), dark (skinned) Vocabulary for age: Middle-aged, elderly. Vocabulary for physical appearance: Attractive, handsome, good-looking, pretty. Vocabulary for personality: Adjectives: Smart, clever, confident, cheerful, outgoing, careless, calm, shy, silly, forgetful, honest, brave, serious, gentle, kind, polite, generous, rude, peaceful, quiet, moody. Vocabulary for describing appearance: Verbs: To look (like), to sound, to seem. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Present Simple Tense (to be in present) (subject verb agreement with subject pronouns “I, we, you, she, he, they, it): (What does s/he look like? S/he looks very nice.) (What kind of a person is s/he? S/He is a brave person / S/He’s very honest.) -Too & enough: (S/He’s/is too good. S/He’s/is good enough.) Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing people’s physical appearances, being in present, describing people’s personalities -Use of “too & enough”: “Too” indicates degrees (Too means more than necessary. “Enough” indicates the right amount of something) Target Social Language Expressions in Use: You look amazing! That sounds great! She’s/is too young! What a good person! Target Phonological Sounds in Use: Vowels: i: (/i:/;/ɪ/; /aɪ/) Consonants: j: (ʒ/); k (/k/), l /l/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) Sub-themes: “Family members’ jobs, work routines, work activities and workplaces” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for jobs: Nouns: A bank clerk, a security guard, a pharmacist, a photographer, a journalist, an architect, a lawyer, an accountant, a businessperson, a computer programmer, a scientist, a psychologist, a content creator, a virtual assistant, a digital marketer, a counsellor, a client, a patent (holder) Vocabulary for workplaces: Nouns: A bank, a shopping centre, a pharmacy, a photography studio, a news agency, an architecture/ architectural firm, a law firm, an accounting firm, a business office, an IT company, a science lab, a clinic, a social media platform, leisure centre, Additional Nouns: brand, brand awareness, Adverbs: remotely. Vocabulary for action verbs representing family members’ work routines and activities: Verbs: To serve (customers), to check (IDs), to shoot (photographs), to report (news), to design (buildings), to defend (people), to advise (on finances), to manage (a business), to develop (software), to research, to counsel (people), to publish (online), to organise (organize-AmE) (emails), to promote (products), to retire, to run (a workplace) Vocabulary for family members: A cousin, a nephew, a niece, stepfather, stepmother, stepson, stepdaughter, relative. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Present Tense: (affirmative, negative, interrogative) (Subject verb agreement with subject pronouns “I, we, you, she, he, they, it”.) What is her/his job? S/he’s/is a scientist. What does s/he do? S/he researches a new project. What’s/is your job? I’m/am a photographer. What do you do? I shoot photographs. What are your parents’ job? They’re/are architects. What do they do? They design buildings. -Prepositions of place: at, in, on Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Asking and answering about family members’ and other people’s jobs, describing work activities, identifying workplaces. -Use of the prepositions of place: Describing where people work. Target Social Language Expressions in Use: Great job! S/he made it! S/he’s/ is in charge of the building. S/He’s/is responsible for designing the plans. Target Phonological Sounds in Use: Vowels: o: (/o/, /ɒ/, /ɔ:/) Consonants: m: (/m/), n: (/ŋ/, p: /p/ *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Target Language Grammatical in Use Functions of Target Language Grammar in Use Target Social Language Expressions in Use Target Phonological Sounds in Use </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.3.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.L2. Students can bring together the information in the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.L3. Students can make sense of and derive meaning from the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others. ENG.9.3.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.3.R1. Students can prepare for reading the content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' efficiently and effectively. ENG.9.3.R2. Students can bring information together about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' through skimming, scanning and detailed reading. ENG.9.3.R3. Students can make sense of and derive meaning from the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others. ENG.9.3.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others. ENG.9.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.3.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness- raising and discovery. ENG.9.3.W1. Students can prepare for writing efficiently and accurately based on the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.W3. Students can construct new written content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' based on their understanding of the model(s) provided. ENG.9.3.W4. Students can practise producing written content based on the current theme ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.W5. Students can engage in the process of writing related to the content of ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.W6. Students can reconstruct their writing about the current theme on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' to communicate effectively about it. ENG.9.3.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others. ENG.9.3.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.S2. Students can analyse and understand the model content related to ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' to support the production of spoken language. ENG.9.3.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. ENG.9.3.S4. Students can construct meaningful spoken content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' through efficient and meaningful practice. ENG.9.3.S5. Students can reconstruct the information about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' when communicating with others. ENG.9.3.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others. ENG.9.4.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.L2. Students can bring together the information in the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.L3. Students can make sense of and derive meaning from the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' ENG.9.4.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' in relation to themselves or others, both individually and/or with others. ENG.9.4.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''family life with family members’ jobs, work routines, work activities, and workplaces'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.4.R1. Students can prepare for reading the content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' efficiently and effectively. ENG.9.4.R2. Students can bring information together about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' through skimming, scanning and detailed reading. ENG.9.4.R3. Students can make sense of and derive meaning from the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' in relation to themselves or others, both individually and/or with others. ENG.9.4.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''family life with family members’ jobs, work routines, work activities, and workplaces'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.4.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''family life with family members’ jobs, work routines, work activities, and workplaces'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.4.W1. Students can prepare for writing efficiently and accurately based on the current content about ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.W3. Students can construct new written content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' based on their understanding of the model(s) provided. ENG.9.4.W4. Students can practise producing written content based on the current theme ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.W5. Students can engage in the process of writing related to the content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.W6. Students can reconstruct their writing about the current theme on ''family life with family members’ jobs, work routines, work activities, and workplaces'' to communicate effectively about it. ENG.9.4.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' in relation to themselves or others, both individually and/or with others. ENG.9.4.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.S2. Students can analyse and understand the model content related to ''family life with family members’ jobs, work routines, work activities, and workplaces'' to support the production of spoken language. ENG.9.4.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''family life with family members’ jobs, work routines, work activities, and workplaces'' ENG.9.4.S4. Students can construct meaningful spoken content about ''family life with family members’ jobs, work routines, work activities, and workplaces'' through efficient and meaningful practice. ENG.9.4.S5. Students can reconstruct the information about ''family life with family members’ jobs, work routines, work activities, and workplaces'' when communicating with others. ENG.9.4.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' in relation to themselves or others, both individually and/or with others. FLFS1. Listening/Watching-Comprehension ENG.9.4.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.L2. Students can bring together the information in the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.L3. Students can make sense of and derive meaning from the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' in relation to themselves or others, both individually and/or with others. FLFS3. Speaking-Expression ENG.9.4.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.S2. Students can analyse and understand the model content related to ''family life with family members’ jobs, work routines, work activities, and workplaces'' to support the production of spoken language. ENG.9.4.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.S4. Students can construct meaningful spoken content about ''family life with family members’ jobs, work routines, work activities, and workplaces'' through efficient and meaningful practice. ENG.9.4.S5. Students can reconstruct the information about ''family life with family members’ jobs, work routines, work activities, and workplaces'' when communicating with others. ENG.9.4.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' in relation to themselves or others, both individually and/or with others. FLSS3. Pronunciation: Selection and Use ENG.9.4.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''family life with family members’ jobs, work routines, work activities, and workplaces'' 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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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) 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.9.3.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.9.3.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.9.3.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 works after participating in reflective activities related to the current reading- comprehension content and process. ENG.9.3.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. 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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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. ENG.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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.9.3.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. ENG.9.4.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.9.4.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.9.4.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.9.4.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.9.4.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.9.4.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) 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.9.4.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.9.4.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.9.4.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.9.4.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) 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.9.4.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.9.4.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.9.4.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.9.4.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.9.4.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.9.4.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.9.4.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.9.4.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.9.4.S1. a) Students relate current content by analysing pre-existing knowled</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1 Adaptability Skill SELS3.2 Flexibility Skill SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence V1. Justice, V2. Family Integrity, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V8. Privacy, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS7. Data Literacy, LS9. Art Literacy LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SCHOOL-BASED PLANNING*</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SCHOOL-BASED PLANNING* </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> OKUL TEMELLİ PLANLAMA* SCHOOL-BASED PLANNING*</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SCHOOL-BASED PLANNING*</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SCHOOL-BASED PLANNING* </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SCHOOL-BASED PLANNING* </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SCHOOL-BASED PLANNING* </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> OCAK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 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;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SEMESTER: January 19 - 30</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER: January 19 - 30 </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER: January 19 - 30</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SEMESTER: January 19 - 30</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SEMESTER: January 19 - 30 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER: January 19 - 30 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER: January 19 - 30 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> OCAK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 21. Hafta: </div> <div> 26-30 Ocak </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SEMESTER: January 19 - 30</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER: January 19 - 30 </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER: January 19 - 30</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SEMESTER: January 19 - 30</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SEMESTER: January 19 - 30 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER: January 19 - 30 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER: January 19 - 30 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ŞUBAT </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 22. Hafta: </div> <div> 02-06 Şubat </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 4: FAMILY LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: “Family members’ jobs, work routines, work activities and workplaces” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for jobs: Nouns: A bank clerk, a security guard, a pharmacist, a photographer, a journalist, an architect, a lawyer, an accountant, a businessperson, a computer programmer, a scientist, a psychologist, a content creator, a virtual assistant, a digital marketer, a counsellor, a client, a patent (holder) Vocabulary for workplaces: Nouns: A bank, a shopping centre, a pharmacy, a photography studio, a news agency, an architecture/ architectural firm, a law firm, an accounting firm, a business office, an IT company, a science lab, a clinic, a social media platform, leisure centre, Additional Nouns: brand, brand awareness, Adverbs: remotely. Vocabulary for action verbs representing family members’ work routines and activities: Verbs: To serve (customers), to check (IDs), to shoot (photographs), to report (news), to design (buildings), to defend (people), to advise (on finances), to manage (a business), to develop (software), to research, to counsel (people), to publish (online), to organise (organize-AmE) (emails), to promote (products), to retire, to run (a workplace) Vocabulary for family members: A cousin, a nephew, a niece, stepfather, stepmother, stepson, stepdaughter, relative. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Present Tense: (affirmative, negative, interrogative) (Subject verb agreement with subject pronouns “I, we, you, she, he, they, it”.) What is her/his job? S/he’s/is a scientist. What does s/he do? S/he researches a new project. What’s/is your job? I’m/am a photographer. What do you do? I shoot photographs. What are your parents’ job? They’re/are architects. What do they do? They design buildings. -Prepositions of place: at, in, on Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Asking and answering about family members’ and other people’s jobs, describing work activities, identifying workplaces. -Use of the prepositions of place: Describing where people work. Target Social Language Expressions in Use: Great job! S/he made it! S/he’s/ is in charge of the building. S/He’s/is responsible for designing the plans. Target Phonological Sounds in Use: Vowels: o: (/o/, /ɒ/, /ɔ:/) Consonants: m: (/m/), n: (/ŋ/, p: /p/ *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.4.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.L2. Students can bring together the information in the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.L3. Students can make sense of and derive meaning from the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' ENG.9.4.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' in relation to themselves or others, both individually and/or with others. ENG.9.4.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''family life with family members’ jobs, work routines, work activities, and workplaces'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.4.R1. Students can prepare for reading the content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' efficiently and effectively. ENG.9.4.R2. Students can bring information together about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' through skimming, scanning and detailed reading. ENG.9.4.R3. Students can make sense of and derive meaning from the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' in relation to themselves or others, both individually and/or with others. ENG.9.4.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''family life with family members’ jobs, work routines, work activities, and workplaces'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.4.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''family life with family members’ jobs, work routines, work activities, and workplaces'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.4.W1. Students can prepare for writing efficiently and accurately based on the current content about ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.W3. Students can construct new written content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' based on their understanding of the model(s) provided. ENG.9.4.W4. Students can practise producing written content based on the current theme ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.W5. Students can engage in the process of writing related to the content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.W6. Students can reconstruct their writing about the current theme on ''family life with family members’ jobs, work routines, work activities, and workplaces'' to communicate effectively about it. ENG.9.4.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' in relation to themselves or others, both individually and/or with others. ENG.9.4.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.S2. Students can analyse and understand the model content related to ''family life with family members’ jobs, work routines, work activities, and workplaces'' to support the production of spoken language. ENG.9.4.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''family life with family members’ jobs, work routines, work activities, and workplaces'' ENG.9.4.S4. Students can construct meaningful spoken content about ''family life with family members’ jobs, work routines, work activities, and workplaces'' through efficient and meaningful practice. ENG.9.4.S5. Students can reconstruct the information about ''family life with family members’ jobs, work routines, work activities, and workplaces'' when communicating with others. ENG.9.4.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' 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.9.4.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.9.4.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.9.4.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.9.4.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.9.4.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.9.4.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) 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.9.4.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.9.4.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.9.4.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.9.4.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) 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.9.4.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.9.4.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.9.4.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.9.4.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.9.4.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.9.4.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.9.4.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.9.4.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.9.4.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.9.4.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.9.4.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.9.4.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.9.4.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.9.4.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;" > SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1 Adaptability Skill SELS3.2 Flexibility Skill SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V2. Family Integrity, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V8. Privacy, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> 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;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 4: FAMILY LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: “Family members’ jobs, work routines, work activities and workplaces” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for jobs: Nouns: A bank clerk, a security guard, a pharmacist, a photographer, a journalist, an architect, a lawyer, an accountant, a businessperson, a computer programmer, a scientist, a psychologist, a content creator, a virtual assistant, a digital marketer, a counsellor, a client, a patent (holder) Vocabulary for workplaces: Nouns: A bank, a shopping centre, a pharmacy, a photography studio, a news agency, an architecture/ architectural firm, a law firm, an accounting firm, a business office, an IT company, a science lab, a clinic, a social media platform, leisure centre, Additional Nouns: brand, brand awareness, Adverbs: remotely. Vocabulary for action verbs representing family members’ work routines and activities: Verbs: To serve (customers), to check (IDs), to shoot (photographs), to report (news), to design (buildings), to defend (people), to advise (on finances), to manage (a business), to develop (software), to research, to counsel (people), to publish (online), to organise (organize-AmE) (emails), to promote (products), to retire, to run (a workplace) Vocabulary for family members: A cousin, a nephew, a niece, stepfather, stepmother, stepson, stepdaughter, relative. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Present Tense: (affirmative, negative, interrogative) (Subject verb agreement with subject pronouns “I, we, you, she, he, they, it”.) What is her/his job? S/he’s/is a scientist. What does s/he do? S/he researches a new project. What’s/is your job? I’m/am a photographer. What do you do? I shoot photographs. What are your parents’ job? They’re/are architects. What do they do? They design buildings. -Prepositions of place: at, in, on Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Asking and answering about family members’ and other people’s jobs, describing work activities, identifying workplaces. -Use of the prepositions of place: Describing where people work. Target Social Language Expressions in Use: Great job! S/he made it! S/he’s/ is in charge of the building. S/He’s/is responsible for designing the plans. Target Phonological Sounds in Use: Vowels: o: (/o/, /ɒ/, /ɔ:/) Consonants: m: (/m/), n: (/ŋ/, p: /p/ *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.4.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.L2. Students can bring together the information in the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.L3. Students can make sense of and derive meaning from the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' ENG.9.4.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' in relation to themselves or others, both individually and/or with others. ENG.9.4.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''family life with family members’ jobs, work routines, work activities, and workplaces'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.4.R1. Students can prepare for reading the content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' efficiently and effectively. ENG.9.4.R2. Students can bring information together about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' through skimming, scanning and detailed reading. ENG.9.4.R3. Students can make sense of and derive meaning from the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' in relation to themselves or others, both individually and/or with others. ENG.9.4.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''family life with family members’ jobs, work routines, work activities, and workplaces'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.4.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''family life with family members’ jobs, work routines, work activities, and workplaces'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.4.W1. Students can prepare for writing efficiently and accurately based on the current content about ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.W3. Students can construct new written content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' based on their understanding of the model(s) provided. ENG.9.4.W4. Students can practise producing written content based on the current theme ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.W5. Students can engage in the process of writing related to the content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.W6. Students can reconstruct their writing about the current theme on ''family life with family members’ jobs, work routines, work activities, and workplaces'' to communicate effectively about it. ENG.9.4.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' in relation to themselves or others, both individually and/or with others. ENG.9.4.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.S2. Students can analyse and understand the model content related to ''family life with family members’ jobs, work routines, work activities, and workplaces'' to support the production of spoken language. ENG.9.4.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''family life with family members’ jobs, work routines, work activities, and workplaces'' ENG.9.4.S4. Students can construct meaningful spoken content about ''family life with family members’ jobs, work routines, work activities, and workplaces'' through efficient and meaningful practice. ENG.9.4.S5. Students can reconstruct the information about ''family life with family members’ jobs, work routines, work activities, and workplaces'' when communicating with others. ENG.9.4.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' 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.9.4.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.9.4.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.9.4.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.9.4.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.9.4.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.9.4.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) 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.9.4.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.9.4.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.9.4.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.9.4.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) 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.9.4.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.9.4.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.9.4.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.9.4.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.9.4.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.9.4.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.9.4.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.9.4.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.9.4.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.9.4.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.9.4.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.9.4.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.9.4.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.9.4.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;" > SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1 Adaptability Skill SELS3.2 Flexibility Skill SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V2. Family Integrity, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V8. Privacy, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> 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;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 4: FAMILY LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: “Family members’ jobs, work routines, work activities and workplaces” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for jobs: Nouns: A bank clerk, a security guard, a pharmacist, a photographer, a journalist, an architect, a lawyer, an accountant, a businessperson, a computer programmer, a scientist, a psychologist, a content creator, a virtual assistant, a digital marketer, a counsellor, a client, a patent (holder) Vocabulary for workplaces: Nouns: A bank, a shopping centre, a pharmacy, a photography studio, a news agency, an architecture/ architectural firm, a law firm, an accounting firm, a business office, an IT company, a science lab, a clinic, a social media platform, leisure centre, Additional Nouns: brand, brand awareness, Adverbs: remotely. Vocabulary for action verbs representing family members’ work routines and activities: Verbs: To serve (customers), to check (IDs), to shoot (photographs), to report (news), to design (buildings), to defend (people), to advise (on finances), to manage (a business), to develop (software), to research, to counsel (people), to publish (online), to organise (organize-AmE) (emails), to promote (products), to retire, to run (a workplace) Vocabulary for family members: A cousin, a nephew, a niece, stepfather, stepmother, stepson, stepdaughter, relative. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Present Tense: (affirmative, negative, interrogative) (Subject verb agreement with subject pronouns “I, we, you, she, he, they, it”.) What is her/his job? S/he’s/is a scientist. What does s/he do? S/he researches a new project. What’s/is your job? I’m/am a photographer. What do you do? I shoot photographs. What are your parents’ job? They’re/are architects. What do they do? They design buildings. -Prepositions of place: at, in, on Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Asking and answering about family members’ and other people’s jobs, describing work activities, identifying workplaces. -Use of the prepositions of place: Describing where people work. Target Social Language Expressions in Use: Great job! S/he made it! S/he’s/ is in charge of the building. S/He’s/is responsible for designing the plans. Target Phonological Sounds in Use: Vowels: o: (/o/, /ɒ/, /ɔ:/) Consonants: m: (/m/), n: (/ŋ/, p: /p/ *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.4.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.L2. Students can bring together the information in the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.L3. Students can make sense of and derive meaning from the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' ENG.9.4.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' in relation to themselves or others, both individually and/or with others. ENG.9.4.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''family life with family members’ jobs, work routines, work activities, and workplaces'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.4.R1. Students can prepare for reading the content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' efficiently and effectively. ENG.9.4.R2. Students can bring information together about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' through skimming, scanning and detailed reading. ENG.9.4.R3. Students can make sense of and derive meaning from the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' in relation to themselves or others, both individually and/or with others. ENG.9.4.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''family life with family members’ jobs, work routines, work activities, and workplaces'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.4.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''family life with family members’ jobs, work routines, work activities, and workplaces'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.4.W1. Students can prepare for writing efficiently and accurately based on the current content about ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.W3. Students can construct new written content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' based on their understanding of the model(s) provided. ENG.9.4.W4. Students can practise producing written content based on the current theme ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.W5. Students can engage in the process of writing related to the content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.W6. Students can reconstruct their writing about the current theme on ''family life with family members’ jobs, work routines, work activities, and workplaces'' to communicate effectively about it. ENG.9.4.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' in relation to themselves or others, both individually and/or with others. ENG.9.4.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. ENG.9.4.S2. Students can analyse and understand the model content related to ''family life with family members’ jobs, work routines, work activities, and workplaces'' to support the production of spoken language. ENG.9.4.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''family life with family members’ jobs, work routines, work activities, and workplaces'' ENG.9.4.S4. Students can construct meaningful spoken content about ''family life with family members’ jobs, work routines, work activities, and workplaces'' through efficient and meaningful practice. ENG.9.4.S5. Students can reconstruct the information about ''family life with family members’ jobs, work routines, work activities, and workplaces'' when communicating with others. ENG.9.4.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' 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.9.4.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.9.4.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.9.4.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.9.4.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.9.4.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.9.4.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) 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.9.4.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.9.4.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.9.4.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.9.4.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) 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.9.4.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.9.4.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.9.4.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.9.4.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.9.4.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.9.4.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.9.4.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.9.4.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.9.4.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.9.4.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.9.4.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.9.4.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.9.4.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.9.4.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;" > SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1 Adaptability Skill SELS3.2 Flexibility Skill SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V2. Family Integrity, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V8. Privacy, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> 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;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 5: LIFE IN THE HOUSE & NEIGHBOURHOOD</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: “Types of houses, rooms, furniture and activities in the house” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for types of houses: A detached house (a single-family house-AmE), a semi-detached house (a duplex-AmE), a terraced house (a row house-AmE), a block of flats (an apartment building-AmE.), a villa (a vacation home-AmE), a cottage, a bungalow (a ranch house-AmE), a penthouse. Vocabulary for rooms and places in the house: (For revision): Nouns: a bedroom, a sitting-room (a living room-AmE), a garden (a yard-AmE), a kitchen, a bathroom, a toilet (a restroom-AmE), a utility room (a laundry room-AmE), a dining room, a corridor-a hall (a hallway-AmE), a garage, upstairs, downstairs, a terrace (patio-AmE). Vocabulary for furniture and appliances in the house: A sofa (a couch-AmE), a table, a chair, an armchair, a coffee table, a wardrobe (a closet-AmE), a bedside table (a nightstand-AmE), a cupboard, a bathtub, a shower, a basin (a sink-AmE), a hoover (a vacuum cleaner- AmE), an oven, a fridge (a refrigerator-AmE, a freezer, a dishwasher, a cooker (a stove-AmE). Vocabulary for household items and decorative items: Nouns: A cushion, a pillow, curtains, a carpet, a rug. Adjectives: Spacious, stylish, harmonious. Vocabulary for the activities to be done at home: (For revision): Verbs: to have breakfast/dinner/lunch, to have a shower/ bath, to make (the bed), to clean, to watch TV, to play computer games, to read. To prepare the table (to set the table for breakfast/lunch/dinner-AmE), to relax, to iron, to brush (teeth, hair), to tidy up, to wash the dishes, to wash/do the laundry. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Present Tense: (Subject verb agreement with subject pronouns: I/you/ we/they/he/she/it). (Affirmative, negative, interrogative): (Where do you live? I live in a flat.) (What type of a house is it? It’s/is a cottage.) -Time expressions for the present time: Now, at the moment, at present -The Present Progressive Tense: (What are you doing at home now? I’m/am cleaning our house now. (Subject verb agreement with subject pronouns: I/you/we/they/he/she/it). (Affirmative, negative, interrogative) -Possessive adjectives: My, our, your, his, her, its, our, their. Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Asking and answering about types of houses (What kind of a house is it? It’s/is a cottage.) Asking and answering about where people live in terms of house types. -Use of the Present Progressive Tense: Describing present activities in the house. What is s/he doing now? S/he’s/is having breakfast in the kitchen now.) Target Social Language Expressions in Use: Make yourself at home! Home sweet home! There’s no place like home! What a nice house! Target Phonological Sounds in Use: Vowels: - no vowels Consonants: q: (/k/); r: (/r/); s:(/s/) sh: /ʃ/ *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.5.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.L2. Students can bring together the information in the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.L3. Students can make sense of and derive meaning from the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.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 house and neighbourhood with types of houses, rooms, furniture and activities in the house'' in relation to themselves or others, both individually and/or with others. ENG.9.5.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 house and neighbourhood with types of houses, rooms, furniture and activities in the house'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.5.R1. Students can prepare for reading the content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' efficiently and effectively. ENG.9.5.R2. Students can bring information together about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' through skimming, scanning and detailed reading. ENG.9.5.R3. Students can make sense of and derive meaning from the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' ENG.9.5.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 house and neighbourhood with types of houses, rooms, furniture and activities in the house'' in relation to themselves or others, both individually and/or with others. ENG.9.5.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.5.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.5.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.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 house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.W3. Students can construct new written content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' based on their understanding of the model(s) provided. ENG.9.5.W4. Students can practise producing written content based on the current theme ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.W5. Students can engage in the process of writing related to the content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.W6. Students can reconstruct their writing about the current theme on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' to communicate effectively about it. ENG.9.5.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' in relation to themselves or others, both individually and/ or with others. ENG.9.5.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.S2. Students can analyse and understand the model content related to ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' to support the production of spoken language. ENG.9.5.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.S4. Students can construct meaningful spoken content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' through efficient and meaningful practice. ENG.9.5.S5. Students can reconstruct the information about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' when communicating with others. ENG.9.5.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' 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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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) 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.9.5.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.9.5.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.9.5.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.9.5.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) 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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">2+2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 5: LIFE IN THE HOUSE & NEIGHBOURHOOD</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: “Types of houses, rooms, furniture and activities in the house” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for types of houses: A detached house (a single-family house-AmE), a semi-detached house (a duplex-AmE), a terraced house (a row house-AmE), a block of flats (an apartment building-AmE.), a villa (a vacation home-AmE), a cottage, a bungalow (a ranch house-AmE), a penthouse. Vocabulary for rooms and places in the house: (For revision): Nouns: a bedroom, a sitting-room (a living room-AmE), a garden (a yard-AmE), a kitchen, a bathroom, a toilet (a restroom-AmE), a utility room (a laundry room-AmE), a dining room, a corridor-a hall (a hallway-AmE), a garage, upstairs, downstairs, a terrace (patio-AmE). Vocabulary for furniture and appliances in the house: A sofa (a couch-AmE), a table, a chair, an armchair, a coffee table, a wardrobe (a closet-AmE), a bedside table (a nightstand-AmE), a cupboard, a bathtub, a shower, a basin (a sink-AmE), a hoover (a vacuum cleaner- AmE), an oven, a fridge (a refrigerator-AmE, a freezer, a dishwasher, a cooker (a stove-AmE). Vocabulary for household items and decorative items: Nouns: A cushion, a pillow, curtains, a carpet, a rug. Adjectives: Spacious, stylish, harmonious. Vocabulary for the activities to be done at home: (For revision): Verbs: to have breakfast/dinner/lunch, to have a shower/ bath, to make (the bed), to clean, to watch TV, to play computer games, to read. To prepare the table (to set the table for breakfast/lunch/dinner-AmE), to relax, to iron, to brush (teeth, hair), to tidy up, to wash the dishes, to wash/do the laundry. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Present Tense: (Subject verb agreement with subject pronouns: I/you/ we/they/he/she/it). (Affirmative, negative, interrogative): (Where do you live? I live in a flat.) (What type of a house is it? It’s/is a cottage.) -Time expressions for the present time: Now, at the moment, at present -The Present Progressive Tense: (What are you doing at home now? I’m/am cleaning our house now. (Subject verb agreement with subject pronouns: I/you/we/they/he/she/it). (Affirmative, negative, interrogative) -Possessive adjectives: My, our, your, his, her, its, our, their. Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Asking and answering about types of houses (What kind of a house is it? It’s/is a cottage.) Asking and answering about where people live in terms of house types. -Use of the Present Progressive Tense: Describing present activities in the house. What is s/he doing now? S/he’s/is having breakfast in the kitchen now.) Target Social Language Expressions in Use: Make yourself at home! Home sweet home! There’s no place like home! What a nice house! Target Phonological Sounds in Use: Vowels: - no vowels Consonants: q: (/k/); r: (/r/); s:(/s/) sh: /ʃ/ *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.5.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.L2. Students can bring together the information in the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.L3. Students can make sense of and derive meaning from the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.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 house and neighbourhood with types of houses, rooms, furniture and activities in the house'' in relation to themselves or others, both individually and/or with others. ENG.9.5.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 house and neighbourhood with types of houses, rooms, furniture and activities in the house'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.5.R1. Students can prepare for reading the content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' efficiently and effectively. ENG.9.5.R2. Students can bring information together about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' through skimming, scanning and detailed reading. ENG.9.5.R3. Students can make sense of and derive meaning from the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' ENG.9.5.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 house and neighbourhood with types of houses, rooms, furniture and activities in the house'' in relation to themselves or others, both individually and/or with others. ENG.9.5.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.5.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.5.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.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 house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.W3. Students can construct new written content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' based on their understanding of the model(s) provided. ENG.9.5.W4. Students can practise producing written content based on the current theme ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.W5. Students can engage in the process of writing related to the content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.W6. Students can reconstruct their writing about the current theme on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' to communicate effectively about it. ENG.9.5.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' in relation to themselves or others, both individually and/ or with others. ENG.9.5.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.S2. Students can analyse and understand the model content related to ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' to support the production of spoken language. ENG.9.5.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.S4. Students can construct meaningful spoken content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' through efficient and meaningful practice. ENG.9.5.S5. Students can reconstruct the information about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' when communicating with others. ENG.9.5.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' 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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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) 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.9.5.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.9.5.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.9.5.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.9.5.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) 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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 5: LIFE IN THE HOUSE & NEIGHBOURHOOD</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: “Types of houses, rooms, furniture and activities in the house” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for types of houses: A detached house (a single-family house-AmE), a semi-detached house (a duplex-AmE), a terraced house (a row house-AmE), a block of flats (an apartment building-AmE.), a villa (a vacation home-AmE), a cottage, a bungalow (a ranch house-AmE), a penthouse. Vocabulary for rooms and places in the house: (For revision): Nouns: a bedroom, a sitting-room (a living room-AmE), a garden (a yard-AmE), a kitchen, a bathroom, a toilet (a restroom-AmE), a utility room (a laundry room-AmE), a dining room, a corridor-a hall (a hallway-AmE), a garage, upstairs, downstairs, a terrace (patio-AmE). Vocabulary for furniture and appliances in the house: A sofa (a couch-AmE), a table, a chair, an armchair, a coffee table, a wardrobe (a closet-AmE), a bedside table (a nightstand-AmE), a cupboard, a bathtub, a shower, a basin (a sink-AmE), a hoover (a vacuum cleaner- AmE), an oven, a fridge (a refrigerator-AmE, a freezer, a dishwasher, a cooker (a stove-AmE). Vocabulary for household items and decorative items: Nouns: A cushion, a pillow, curtains, a carpet, a rug. Adjectives: Spacious, stylish, harmonious. Vocabulary for the activities to be done at home: (For revision): Verbs: to have breakfast/dinner/lunch, to have a shower/ bath, to make (the bed), to clean, to watch TV, to play computer games, to read. To prepare the table (to set the table for breakfast/lunch/dinner-AmE), to relax, to iron, to brush (teeth, hair), to tidy up, to wash the dishes, to wash/do the laundry. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Present Tense: (Subject verb agreement with subject pronouns: I/you/ we/they/he/she/it). (Affirmative, negative, interrogative): (Where do you live? I live in a flat.) (What type of a house is it? It’s/is a cottage.) -Time expressions for the present time: Now, at the moment, at present -The Present Progressive Tense: (What are you doing at home now? I’m/am cleaning our house now. (Subject verb agreement with subject pronouns: I/you/we/they/he/she/it). (Affirmative, negative, interrogative) -Possessive adjectives: My, our, your, his, her, its, our, their. Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Asking and answering about types of houses (What kind of a house is it? It’s/is a cottage.) Asking and answering about where people live in terms of house types. -Use of the Present Progressive Tense: Describing present activities in the house. What is s/he doing now? S/he’s/is having breakfast in the kitchen now.) Target Social Language Expressions in Use: Make yourself at home! Home sweet home! There’s no place like home! What a nice house! Target Phonological Sounds in Use: Vowels: - no vowels Consonants: q: (/k/); r: (/r/); s:(/s/) sh: /ʃ/ *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.5.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.L2. Students can bring together the information in the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.L3. Students can make sense of and derive meaning from the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.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 house and neighbourhood with types of houses, rooms, furniture and activities in the house'' in relation to themselves or others, both individually and/or with others. ENG.9.5.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 house and neighbourhood with types of houses, rooms, furniture and activities in the house'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.5.R1. Students can prepare for reading the content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' efficiently and effectively. ENG.9.5.R2. Students can bring information together about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' through skimming, scanning and detailed reading. ENG.9.5.R3. Students can make sense of and derive meaning from the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' ENG.9.5.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 house and neighbourhood with types of houses, rooms, furniture and activities in the house'' in relation to themselves or others, both individually and/or with others. ENG.9.5.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.5.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.5.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.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 house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.W3. Students can construct new written content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' based on their understanding of the model(s) provided. ENG.9.5.W4. Students can practise producing written content based on the current theme ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.W5. Students can engage in the process of writing related to the content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.W6. Students can reconstruct their writing about the current theme on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' to communicate effectively about it. ENG.9.5.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' in relation to themselves or others, both individually and/ or with others. ENG.9.5.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.S2. Students can analyse and understand the model content related to ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' to support the production of spoken language. ENG.9.5.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.S4. Students can construct meaningful spoken content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' through efficient and meaningful practice. ENG.9.5.S5. Students can reconstruct the information about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' when communicating with others. ENG.9.5.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' 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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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) 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.9.5.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.9.5.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.9.5.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.9.5.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) 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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SECOND MIDTERM BREAK: March 16 - 20</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SECOND MIDTERM BREAK: March 16 - 20 </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SECOND MIDTERM BREAK: March 16 - 20</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SECOND MIDTERM BREAK: March 16 - 20</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SECOND MIDTERM BREAK: March 16 - 20 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SECOND MIDTERM BREAK: March 16 - 20 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SECOND MIDTERM BREAK: March 16 - 20 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Tüketiciyi Koruma Haftası, Türk Dünyası ve Toplulukları Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MART </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 29. Hafta: </div> <div> 23-27 Mart </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 5: LIFE IN THE HOUSE & NEIGHBOURHOOD THEME 6: LIFE IN THE CITY & COUNTRY</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: “Types of houses, rooms, furniture and activities in the house” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for types of houses: A detached house (a single-family house-AmE), a semi-detached house (a duplex-AmE), a terraced house (a row house-AmE), a block of flats (an apartment building-AmE.), a villa (a vacation home-AmE), a cottage, a bungalow (a ranch house-AmE), a penthouse. Vocabulary for rooms and places in the house: (For revision): Nouns: a bedroom, a sitting-room (a living room-AmE), a garden (a yard-AmE), a kitchen, a bathroom, a toilet (a restroom-AmE), a utility room (a laundry room-AmE), a dining room, a corridor-a hall (a hallway-AmE), a garage, upstairs, downstairs, a terrace (patio-AmE). Vocabulary for furniture and appliances in the house: A sofa (a couch-AmE), a table, a chair, an armchair, a coffee table, a wardrobe (a closet-AmE), a bedside table (a nightstand-AmE), a cupboard, a bathtub, a shower, a basin (a sink-AmE), a hoover (a vacuum cleaner- AmE), an oven, a fridge (a refrigerator-AmE, a freezer, a dishwasher, a cooker (a stove-AmE). Vocabulary for household items and decorative items: Nouns: A cushion, a pillow, curtains, a carpet, a rug. Adjectives: Spacious, stylish, harmonious. Vocabulary for the activities to be done at home: (For revision): Verbs: to have breakfast/dinner/lunch, to have a shower/ bath, to make (the bed), to clean, to watch TV, to play computer games, to read. To prepare the table (to set the table for breakfast/lunch/dinner-AmE), to relax, to iron, to brush (teeth, hair), to tidy up, to wash the dishes, to wash/do the laundry. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Present Tense: (Subject verb agreement with subject pronouns: I/you/ we/they/he/she/it). (Affirmative, negative, interrogative): (Where do you live? I live in a flat.) (What type of a house is it? It’s/is a cottage.) -Time expressions for the present time: Now, at the moment, at present -The Present Progressive Tense: (What are you doing at home now? I’m/am cleaning our house now. (Subject verb agreement with subject pronouns: I/you/we/they/he/she/it). (Affirmative, negative, interrogative) -Possessive adjectives: My, our, your, his, her, its, our, their. Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Asking and answering about types of houses (What kind of a house is it? It’s/is a cottage.) Asking and answering about where people live in terms of house types. -Use of the Present Progressive Tense: Describing present activities in the house. What is s/he doing now? S/he’s/is having breakfast in the kitchen now.) Target Social Language Expressions in Use: Make yourself at home! Home sweet home! There’s no place like home! What a nice house! Target Phonological Sounds in Use: Vowels: - no vowels Consonants: q: (/k/); r: (/r/); s:(/s/) sh: /ʃ/ *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) Sub-themes: ''Local and international food culture and food festivals in the city'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for food events and festivals: Nouns: A cuisine, traditional (food), international (food), street food, a (food) fair, an international/regional/ local dish, a feast. Vocabulary for food items: Nouns: Ingredients, cream, sweetcorn (corn-AmE), cereal, yoghurt (yogurt-AmE), seafood, salmon, beef, duck, tuna, a mushroom, a pineapple, a coconut, aubergine (eggplant-AmE), spinach, vinegar herbs, courgette (zucchini-AmE). Vocabulary for international dishes: Nouns: Turkish pizza (lahmacun), couscous, barbecue (barbeque-AmE), a lamb chop, a kebab (shish kebab), a stew, noodles, a curry, tacos, a falafel, an omelette (an omelet-AmE), a burger, a biscuit (cookie-AmE), pasta, dessert, soup. Adjectives: Spicy, salty, hot, sweet, sour, bitter, savoury (savory-AmE), juicy, creamy, tender, giant. Verbs: To taste, a stall, a (street) vendor, to crack (eggs), to stir, *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Language Grammatical in Use: -The Simple Present Tense with “or”: (Is this a local or an international festival? This is a local festival in Türkiye.) -The Simple Present Tense with “Wh- question words”: (What festival is this? It is the Orange Festival.) (What do you cook at the Orange Festival? We cook/make orange jam at the Orange Festival.) (Where is the Omelette Festival? It is in France. What do they cook? They cook omelette in a very big pan.) (What are the ingredients? The ingredients are eggs, milk, cheese, green peppers and mushrooms.) (How do they cook it? They put some milk, some eggs, and some mushrooms in a pan, they stir it and cook it.) -The Present Progressive Tense: (What are you cooking now? We are cooking orange cake now.) -The Simple Present Tense vs the Present Progressive Tense: (How do they serve it? They serve it with salad and bread but we’re/are serving it with green pepper now.) Functions of Target Language Grammar in Use: -Use of “Or”: Asking for options to help someone choose something by using the word “or”. -Use of the Simple Present Tense: Describing habits, routines, regular and repeated actions. -Use of the Present Progressive Tense: describing actions happening at or around the time of speaking. -Use of “Wh-questions”: Asking and answering about factual information in the present time with Wh- questions and with the pronouns we/you/they by using the Present Simple Tense and Present Progressive Tense. -Use of the Simple Present Tense vs the Present Progressive Tense: Comparing the descriptions of general truths, routines and habits by using the Simple Present Tense with actions happening at the present moment and/or around the current time by using the Present Progressive Tense. Target Social Language Expressions in Use: This tastes amazing! What a delicious meal! I’m full, but I can’t stop eating! You’re/ are good at/bad at cooking! Target Phonological Sounds in Use: Vowels: u: (/u/, /u:/) Consonants: t: (/t/, /ð/, /θ/); v: (/v/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.5.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.L2. Students can bring together the information in the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.L3. Students can make sense of and derive meaning from the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.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 house and neighbourhood with types of houses, rooms, furniture and activities in the house'' in relation to themselves or others, both individually and/or with others. ENG.9.5.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 house and neighbourhood with types of houses, rooms, furniture and activities in the house'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.5.R1. Students can prepare for reading the content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' efficiently and effectively. ENG.9.5.R2. Students can bring information together about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' through skimming, scanning and detailed reading. ENG.9.5.R3. Students can make sense of and derive meaning from the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' ENG.9.5.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 house and neighbourhood with types of houses, rooms, furniture and activities in the house'' in relation to themselves or others, both individually and/or with others. ENG.9.5.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.5.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.5.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.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 house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.W3. Students can construct new written content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' based on their understanding of the model(s) provided. ENG.9.5.W4. Students can practise producing written content based on the current theme ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.W5. Students can engage in the process of writing related to the content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.W6. Students can reconstruct their writing about the current theme on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' to communicate effectively about it. ENG.9.5.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' in relation to themselves or others, both individually and/ or with others. ENG.9.5.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.S2. Students can analyse and understand the model content related to ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' to support the production of spoken language. ENG.9.5.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. ENG.9.5.S4. Students can construct meaningful spoken content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' through efficient and meaningful practice. ENG.9.5.S5. Students can reconstruct the information about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' when communicating with others. ENG.9.5.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' in relation to themselves or others, both individually and/ or with others. ENG.9.6.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the city and country with local and international food culture and food festivals in the city'' ENG.9.6.L2. Students can bring together the information in the current content on ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.L3. Students can make sense of and derive meaning from the current content on ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.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 city and country with local and international food culture and food festivals in the city'' in relation to themselves or others, both individually and/or with others. ENG.9.6.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 city and country with local and international food culture and food festivals in the city'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.6.R1. Students can prepare for reading the content on ''life in the city and country with local and international food culture and food festivals in the city'' efficiently and effectively. ENG.9.6.R2. Students can bring information together about the current content on ''life in the city and country with local and international food culture and food festivals in the city'' through skimming, scanning and detailed reading. ENG.9.6.R3. Students can make sense of and derive meaning from the current content on ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.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 city and country with local and international food culture and food festivals in the city'' in relation to themselves or others, both individually and/or with others. ENG.9.6.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the city and country with local and international food culture and food festivals in the city'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.6.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the city and country with local and international food culture and food festivals in the city'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.6.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.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 city and country with local and international food culture and food festivals in the city''. ENG.9.6.W3. Students can construct new written content on ''life in the city and country with local and international food culture and food festivals in the city'' based on their understanding of the model(s) provided. ENG.9.6.W4. Students can practise producing written content based on the current theme ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.W5. Students can engage in the process of writing related to the content on ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.W6. Students can reconstruct their writing about the current theme on ''life in the city and country with local and international food culture and food festivals in the city'' to communicate effectively about it. ENG.9.6.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the city and country with local and international food culture and food festivals in the city'' in relation to themselves or others, both individually and/or with others. ENG.9.6.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.S2. Students can analyse and understand the model content related to ''life in the city and country with local and international food culture and food festivals in the city'' to support the production of spoken language. ENG.9.6.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.S4. Students can construct meaningful spoken content about ''life in the city and country with local and international food culture and food festivals in the city'' through efficient and meaningful practice. ENG.9.6.S5. Students can reconstruct the information about ''life in the city and country with local and international food culture and food festivals in the city'' when communicating with others. ENG.9.6.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the city and country with local and international food culture and food festivals in the city'' in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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) 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.9.5.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.9.5.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.9.5.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.9.5.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) 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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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.9.5.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. ENG.9.6.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.9.6.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.9.6.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.9.6.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.9.6.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.9.6.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) 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.9.6.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.9.6.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.9.6.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.9.6.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/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.9.6.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 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.9.6.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.9.6.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.9.6.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.9.6.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.9.6.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.9.6.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.9.6.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.9.6.S1. a) Students relate current content by analysing</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 6: LIFE IN THE CITY & COUNTRY</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: ''Local and international food culture and food festivals in the city'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for food events and festivals: Nouns: A cuisine, traditional (food), international (food), street food, a (food) fair, an international/regional/ local dish, a feast. Vocabulary for food items: Nouns: Ingredients, cream, sweetcorn (corn-AmE), cereal, yoghurt (yogurt-AmE), seafood, salmon, beef, duck, tuna, a mushroom, a pineapple, a coconut, aubergine (eggplant-AmE), spinach, vinegar herbs, courgette (zucchini-AmE). Vocabulary for international dishes: Nouns: Turkish pizza (lahmacun), couscous, barbecue (barbeque-AmE), a lamb chop, a kebab (shish kebab), a stew, noodles, a curry, tacos, a falafel, an omelette (an omelet-AmE), a burger, a biscuit (cookie-AmE), pasta, dessert, soup. Adjectives: Spicy, salty, hot, sweet, sour, bitter, savoury (savory-AmE), juicy, creamy, tender, giant. Verbs: To taste, a stall, a (street) vendor, to crack (eggs), to stir, *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Language Grammatical in Use: -The Simple Present Tense with “or”: (Is this a local or an international festival? This is a local festival in Türkiye.) -The Simple Present Tense with “Wh- question words”: (What festival is this? It is the Orange Festival.) (What do you cook at the Orange Festival? We cook/make orange jam at the Orange Festival.) (Where is the Omelette Festival? It is in France. What do they cook? They cook omelette in a very big pan.) (What are the ingredients? The ingredients are eggs, milk, cheese, green peppers and mushrooms.) (How do they cook it? They put some milk, some eggs, and some mushrooms in a pan, they stir it and cook it.) -The Present Progressive Tense: (What are you cooking now? We are cooking orange cake now.) -The Simple Present Tense vs the Present Progressive Tense: (How do they serve it? They serve it with salad and bread but we’re/are serving it with green pepper now.) Functions of Target Language Grammar in Use: -Use of “Or”: Asking for options to help someone choose something by using the word “or”. -Use of the Simple Present Tense: Describing habits, routines, regular and repeated actions. -Use of the Present Progressive Tense: describing actions happening at or around the time of speaking. -Use of “Wh-questions”: Asking and answering about factual information in the present time with Wh- questions and with the pronouns we/you/they by using the Present Simple Tense and Present Progressive Tense. -Use of the Simple Present Tense vs the Present Progressive Tense: Comparing the descriptions of general truths, routines and habits by using the Simple Present Tense with actions happening at the present moment and/or around the current time by using the Present Progressive Tense. Target Social Language Expressions in Use: This tastes amazing! What a delicious meal! I’m full, but I can’t stop eating! You’re/ are good at/bad at cooking! Target Phonological Sounds in Use: Vowels: u: (/u/, /u:/) Consonants: t: (/t/, /ð/, /θ/); v: (/v/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.6.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the city and country with local and international food culture and food festivals in the city'' ENG.9.6.L2. Students can bring together the information in the current content on ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.L3. Students can make sense of and derive meaning from the current content on ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.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 city and country with local and international food culture and food festivals in the city'' in relation to themselves or others, both individually and/or with others. ENG.9.6.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 city and country with local and international food culture and food festivals in the city'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.6.R1. Students can prepare for reading the content on ''life in the city and country with local and international food culture and food festivals in the city'' efficiently and effectively. ENG.9.6.R2. Students can bring information together about the current content on ''life in the city and country with local and international food culture and food festivals in the city'' through skimming, scanning and detailed reading. ENG.9.6.R3. Students can make sense of and derive meaning from the current content on ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.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 city and country with local and international food culture and food festivals in the city'' in relation to themselves or others, both individually and/or with others. ENG.9.6.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the city and country with local and international food culture and food festivals in the city'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.6.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the city and country with local and international food culture and food festivals in the city'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.6.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.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 city and country with local and international food culture and food festivals in the city''. ENG.9.6.W3. Students can construct new written content on ''life in the city and country with local and international food culture and food festivals in the city'' based on their understanding of the model(s) provided. ENG.9.6.W4. Students can practise producing written content based on the current theme ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.W5. Students can engage in the process of writing related to the content on ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.W6. Students can reconstruct their writing about the current theme on ''life in the city and country with local and international food culture and food festivals in the city'' to communicate effectively about it. ENG.9.6.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the city and country with local and international food culture and food festivals in the city'' in relation to themselves or others, both individually and/or with others. ENG.9.6.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.S2. Students can analyse and understand the model content related to ''life in the city and country with local and international food culture and food festivals in the city'' to support the production of spoken language. ENG.9.6.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.S4. Students can construct meaningful spoken content about ''life in the city and country with local and international food culture and food festivals in the city'' through efficient and meaningful practice. ENG.9.6.S5. Students can reconstruct the information about ''life in the city and country with local and international food culture and food festivals in the city'' when communicating with others. ENG.9.6.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the city and country with local and international food culture and food festivals in the city'' in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.9.6.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.9.6.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.9.6.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.9.6.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.9.6.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.9.6.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) 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.9.6.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.9.6.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.9.6.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.9.6.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/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.9.6.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 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.9.6.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.9.6.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.9.6.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.9.6.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.9.6.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.9.6.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.9.6.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.9.6.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.9.6.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.9.6.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.9.6.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.9.6.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.9.6.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.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 6: LIFE IN THE CITY & COUNTRY</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: ''Local and international food culture and food festivals in the city'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for food events and festivals: Nouns: A cuisine, traditional (food), international (food), street food, a (food) fair, an international/regional/ local dish, a feast. Vocabulary for food items: Nouns: Ingredients, cream, sweetcorn (corn-AmE), cereal, yoghurt (yogurt-AmE), seafood, salmon, beef, duck, tuna, a mushroom, a pineapple, a coconut, aubergine (eggplant-AmE), spinach, vinegar herbs, courgette (zucchini-AmE). Vocabulary for international dishes: Nouns: Turkish pizza (lahmacun), couscous, barbecue (barbeque-AmE), a lamb chop, a kebab (shish kebab), a stew, noodles, a curry, tacos, a falafel, an omelette (an omelet-AmE), a burger, a biscuit (cookie-AmE), pasta, dessert, soup. Adjectives: Spicy, salty, hot, sweet, sour, bitter, savoury (savory-AmE), juicy, creamy, tender, giant. Verbs: To taste, a stall, a (street) vendor, to crack (eggs), to stir, *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Language Grammatical in Use: -The Simple Present Tense with “or”: (Is this a local or an international festival? This is a local festival in Türkiye.) -The Simple Present Tense with “Wh- question words”: (What festival is this? It is the Orange Festival.) (What do you cook at the Orange Festival? We cook/make orange jam at the Orange Festival.) (Where is the Omelette Festival? It is in France. What do they cook? They cook omelette in a very big pan.) (What are the ingredients? The ingredients are eggs, milk, cheese, green peppers and mushrooms.) (How do they cook it? They put some milk, some eggs, and some mushrooms in a pan, they stir it and cook it.) -The Present Progressive Tense: (What are you cooking now? We are cooking orange cake now.) -The Simple Present Tense vs the Present Progressive Tense: (How do they serve it? They serve it with salad and bread but we’re/are serving it with green pepper now.) Functions of Target Language Grammar in Use: -Use of “Or”: Asking for options to help someone choose something by using the word “or”. -Use of the Simple Present Tense: Describing habits, routines, regular and repeated actions. -Use of the Present Progressive Tense: describing actions happening at or around the time of speaking. -Use of “Wh-questions”: Asking and answering about factual information in the present time with Wh- questions and with the pronouns we/you/they by using the Present Simple Tense and Present Progressive Tense. -Use of the Simple Present Tense vs the Present Progressive Tense: Comparing the descriptions of general truths, routines and habits by using the Simple Present Tense with actions happening at the present moment and/or around the current time by using the Present Progressive Tense. Target Social Language Expressions in Use: This tastes amazing! What a delicious meal! I’m full, but I can’t stop eating! You’re/ are good at/bad at cooking! Target Phonological Sounds in Use: Vowels: u: (/u/, /u:/) Consonants: t: (/t/, /ð/, /θ/); v: (/v/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.6.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the city and country with local and international food culture and food festivals in the city'' ENG.9.6.L2. Students can bring together the information in the current content on ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.L3. Students can make sense of and derive meaning from the current content on ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.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 city and country with local and international food culture and food festivals in the city'' in relation to themselves or others, both individually and/or with others. ENG.9.6.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 city and country with local and international food culture and food festivals in the city'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.6.R1. Students can prepare for reading the content on ''life in the city and country with local and international food culture and food festivals in the city'' efficiently and effectively. ENG.9.6.R2. Students can bring information together about the current content on ''life in the city and country with local and international food culture and food festivals in the city'' through skimming, scanning and detailed reading. ENG.9.6.R3. Students can make sense of and derive meaning from the current content on ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.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 city and country with local and international food culture and food festivals in the city'' in relation to themselves or others, both individually and/or with others. ENG.9.6.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the city and country with local and international food culture and food festivals in the city'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.6.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the city and country with local and international food culture and food festivals in the city'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.6.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.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 city and country with local and international food culture and food festivals in the city''. ENG.9.6.W3. Students can construct new written content on ''life in the city and country with local and international food culture and food festivals in the city'' based on their understanding of the model(s) provided. ENG.9.6.W4. Students can practise producing written content based on the current theme ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.W5. Students can engage in the process of writing related to the content on ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.W6. Students can reconstruct their writing about the current theme on ''life in the city and country with local and international food culture and food festivals in the city'' to communicate effectively about it. ENG.9.6.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the city and country with local and international food culture and food festivals in the city'' in relation to themselves or others, both individually and/or with others. ENG.9.6.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.S2. Students can analyse and understand the model content related to ''life in the city and country with local and international food culture and food festivals in the city'' to support the production of spoken language. ENG.9.6.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.S4. Students can construct meaningful spoken content about ''life in the city and country with local and international food culture and food festivals in the city'' through efficient and meaningful practice. ENG.9.6.S5. Students can reconstruct the information about ''life in the city and country with local and international food culture and food festivals in the city'' when communicating with others. ENG.9.6.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the city and country with local and international food culture and food festivals in the city'' in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.9.6.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.9.6.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.9.6.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.9.6.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.9.6.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.9.6.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) 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.9.6.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.9.6.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.9.6.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.9.6.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/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.9.6.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 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.9.6.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.9.6.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.9.6.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.9.6.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.9.6.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.9.6.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.9.6.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.9.6.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.9.6.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.9.6.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.9.6.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.9.6.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.9.6.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.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 6: LIFE IN THE CITY & COUNTRY</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: ''Local and international food culture and food festivals in the city'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for food events and festivals: Nouns: A cuisine, traditional (food), international (food), street food, a (food) fair, an international/regional/ local dish, a feast. Vocabulary for food items: Nouns: Ingredients, cream, sweetcorn (corn-AmE), cereal, yoghurt (yogurt-AmE), seafood, salmon, beef, duck, tuna, a mushroom, a pineapple, a coconut, aubergine (eggplant-AmE), spinach, vinegar herbs, courgette (zucchini-AmE). Vocabulary for international dishes: Nouns: Turkish pizza (lahmacun), couscous, barbecue (barbeque-AmE), a lamb chop, a kebab (shish kebab), a stew, noodles, a curry, tacos, a falafel, an omelette (an omelet-AmE), a burger, a biscuit (cookie-AmE), pasta, dessert, soup. Adjectives: Spicy, salty, hot, sweet, sour, bitter, savoury (savory-AmE), juicy, creamy, tender, giant. Verbs: To taste, a stall, a (street) vendor, to crack (eggs), to stir, *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Language Grammatical in Use: -The Simple Present Tense with “or”: (Is this a local or an international festival? This is a local festival in Türkiye.) -The Simple Present Tense with “Wh- question words”: (What festival is this? It is the Orange Festival.) (What do you cook at the Orange Festival? We cook/make orange jam at the Orange Festival.) (Where is the Omelette Festival? It is in France. What do they cook? They cook omelette in a very big pan.) (What are the ingredients? The ingredients are eggs, milk, cheese, green peppers and mushrooms.) (How do they cook it? They put some milk, some eggs, and some mushrooms in a pan, they stir it and cook it.) -The Present Progressive Tense: (What are you cooking now? We are cooking orange cake now.) -The Simple Present Tense vs the Present Progressive Tense: (How do they serve it? They serve it with salad and bread but we’re/are serving it with green pepper now.) Functions of Target Language Grammar in Use: -Use of “Or”: Asking for options to help someone choose something by using the word “or”. -Use of the Simple Present Tense: Describing habits, routines, regular and repeated actions. -Use of the Present Progressive Tense: describing actions happening at or around the time of speaking. -Use of “Wh-questions”: Asking and answering about factual information in the present time with Wh- questions and with the pronouns we/you/they by using the Present Simple Tense and Present Progressive Tense. -Use of the Simple Present Tense vs the Present Progressive Tense: Comparing the descriptions of general truths, routines and habits by using the Simple Present Tense with actions happening at the present moment and/or around the current time by using the Present Progressive Tense. Target Social Language Expressions in Use: This tastes amazing! What a delicious meal! I’m full, but I can’t stop eating! You’re/ are good at/bad at cooking! Target Phonological Sounds in Use: Vowels: u: (/u/, /u:/) Consonants: t: (/t/, /ð/, /θ/); v: (/v/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.6.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the city and country with local and international food culture and food festivals in the city'' ENG.9.6.L2. Students can bring together the information in the current content on ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.L3. Students can make sense of and derive meaning from the current content on ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.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 city and country with local and international food culture and food festivals in the city'' in relation to themselves or others, both individually and/or with others. ENG.9.6.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 city and country with local and international food culture and food festivals in the city'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.6.R1. Students can prepare for reading the content on ''life in the city and country with local and international food culture and food festivals in the city'' efficiently and effectively. ENG.9.6.R2. Students can bring information together about the current content on ''life in the city and country with local and international food culture and food festivals in the city'' through skimming, scanning and detailed reading. ENG.9.6.R3. Students can make sense of and derive meaning from the current content on ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.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 city and country with local and international food culture and food festivals in the city'' in relation to themselves or others, both individually and/or with others. ENG.9.6.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the city and country with local and international food culture and food festivals in the city'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.6.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the city and country with local and international food culture and food festivals in the city'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.6.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.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 city and country with local and international food culture and food festivals in the city''. ENG.9.6.W3. Students can construct new written content on ''life in the city and country with local and international food culture and food festivals in the city'' based on their understanding of the model(s) provided. ENG.9.6.W4. Students can practise producing written content based on the current theme ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.W5. Students can engage in the process of writing related to the content on ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.W6. Students can reconstruct their writing about the current theme on ''life in the city and country with local and international food culture and food festivals in the city'' to communicate effectively about it. ENG.9.6.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the city and country with local and international food culture and food festivals in the city'' in relation to themselves or others, both individually and/or with others. ENG.9.6.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.S2. Students can analyse and understand the model content related to ''life in the city and country with local and international food culture and food festivals in the city'' to support the production of spoken language. ENG.9.6.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the city and country with local and international food culture and food festivals in the city''. ENG.9.6.S4. Students can construct meaningful spoken content about ''life in the city and country with local and international food culture and food festivals in the city'' through efficient and meaningful practice. ENG.9.6.S5. Students can reconstruct the information about ''life in the city and country with local and international food culture and food festivals in the city'' when communicating with others. ENG.9.6.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the city and country with local and international food culture and food festivals in the city'' in relation to themselves or others, both individually and/or with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ENG.9.6.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.9.6.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.9.6.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.9.6.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.9.6.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.9.6.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) 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.9.6.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.9.6.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.9.6.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.9.6.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/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.9.6.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 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.9.6.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.9.6.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.9.6.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.9.6.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.9.6.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.9.6.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.9.6.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.9.6.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.9.6.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.9.6.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.9.6.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.9.6.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.9.6.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.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">2+2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 7: LIFE IN THE WORLD & NATURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: ''Nature, endangered animals, their natural living conditions and habitats, and protection of them" Target Vocabulary in Use (with revisional vocabulary): Vocabulary for endangered animals: Nouns: A polar bear, a sea turtle, an Asian elephant, a tiger, a whale, a great white shark, a penguin, a panda, a dolphin, a chimpanzee, a cheetah. Vocabulary for their habitats: Nouns: Grasslands, rainforests, woodlands, jungles, oceans, deserts. Verbs: To need, to survive, to lessen, to breed, to hunt, to hide, to donate, to save, to protect, to produce, to prevent, to threaten, to reduce, to be at risk, to support, to affect. Other related vocabulary: Nouns: A shelter, a disease, a food source, wildlife, volunteer, overhunting, overfishing, sea/marine pollution, air pollution, habitat loss, safety, population, survival, existence. Adjectives: dedicated, renewable, illegal. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Present Tense: (Which animals are endangered? Leopards, cheetahs, elephants etc. are endangered animals.) (Where do endangered animals live? They live in their habitats.) (What are their habitats? Their habitats are oceans, deserts, woodlands etc.) (What are the reasons for their endangerment? Overhunting, water pollution, etc. are the reasons for their endangerment.) -The Simple Past Tense with Verb “To be”: Was/were; there was/there were (Affirmative, negative, and question forms): (What was the population of the leopards in the past? There were about 700.000 leopards in the world 50 years ago.) (What is the population of the leopard now? -There are about 250.000 leopards in the world today.) (What was the main habitat of leopards/elephants etc..? Their main habitat was the jungle.) (Where were the habitats of elephants? Their habitats were woodlands and forests.) (What were the habitats of endangered animals like 50 years ago? They were cleaner and safer etc. than they are today.) -Use of “should” as a modal verb: (What should we do to protect endangered animals? We should protect their habitats. We should reduce water/air pollution. We should create safe areas for them.) Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing facts, situations, and conditions in the past. -Use of the Simple Past Tense “Verb to be (Was/were)”: Asking and answering for information at a specific time in the past. -Use of the Simple Past Tense “There was/There were”: Asking and answering about factual information and questioning the existence of things, people, and animals at a specific time in the past. -Use of the modal “Should”: Describing advice, recommendation (and expectation), describing obligation (and expectation). Target Social Language Expressions in Use: It’s too late! / It’s not too late! Every little bit helps! Spread the word! In safe hands! Target Phonological Sounds in Use: Diphthongs: ea: (/eə/), ee: /ɪə/ Consonants: w: (/w/); x: (/ks/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.7.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.L2. Students can bring together the information in the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.L3. Students can make sense of and derive meaning from the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.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 the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' in relation to themselves or others, both individually and/or with others. ENG.9.7.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 the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.7.R1. Students can prepare for reading the content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' efficiently and effectively. ENG.9.7.R2. Students can bring information together about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' through skimming, scanning and detailed reading. ENG.9.7.R3. Students can make sense of and derive meaning from the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' in relation to themselves or others, both individually and/or with others. ENG.9.7.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.7.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 nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness- raising and discovery. ENG.9.7.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.W3. Students can construct new written content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' based on their understanding of the model(s) provided. ENG.9.7.W4. Students can practise producing written content based on the current theme ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.W5. Students can engage in the process of writing related to the content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.W6. Students can reconstruct their writing about the current theme on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' to communicate effectively about it. ENG.9.7.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 nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' in relation to themselves or others, both individually and/or with others. ENG.9.7.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.S2. Students can analyse and understand the model content related to ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' to support the production of spoken language. ENG.9.7.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.S4. Students can construct meaningful spoken content about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' through efficient and meaningful practice. ENG.9.7.S5. Students can reconstruct the information about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' when communicating with others. ENG.9.7.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 nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' 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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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) 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.9.7.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.9.7.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.9.7.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.9.7.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) 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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS8. Sustainability Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Ulusal Egemenlik ve Çocuk Bayramı </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> NİSAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 34. Hafta: </div> <div> 27 Nisan- 01 Mayıs </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 7: LIFE IN THE WORLD & NATURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: ''Nature, endangered animals, their natural living conditions and habitats, and protection of them" Target Vocabulary in Use (with revisional vocabulary): Vocabulary for endangered animals: Nouns: A polar bear, a sea turtle, an Asian elephant, a tiger, a whale, a great white shark, a penguin, a panda, a dolphin, a chimpanzee, a cheetah. Vocabulary for their habitats: Nouns: Grasslands, rainforests, woodlands, jungles, oceans, deserts. Verbs: To need, to survive, to lessen, to breed, to hunt, to hide, to donate, to save, to protect, to produce, to prevent, to threaten, to reduce, to be at risk, to support, to affect. Other related vocabulary: Nouns: A shelter, a disease, a food source, wildlife, volunteer, overhunting, overfishing, sea/marine pollution, air pollution, habitat loss, safety, population, survival, existence. Adjectives: dedicated, renewable, illegal. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Present Tense: (Which animals are endangered? Leopards, cheetahs, elephants etc. are endangered animals.) (Where do endangered animals live? They live in their habitats.) (What are their habitats? Their habitats are oceans, deserts, woodlands etc.) (What are the reasons for their endangerment? Overhunting, water pollution, etc. are the reasons for their endangerment.) -The Simple Past Tense with Verb “To be”: Was/were; there was/there were (Affirmative, negative, and question forms): (What was the population of the leopards in the past? There were about 700.000 leopards in the world 50 years ago.) (What is the population of the leopard now? -There are about 250.000 leopards in the world today.) (What was the main habitat of leopards/elephants etc..? Their main habitat was the jungle.) (Where were the habitats of elephants? Their habitats were woodlands and forests.) (What were the habitats of endangered animals like 50 years ago? They were cleaner and safer etc. than they are today.) -Use of “should” as a modal verb: (What should we do to protect endangered animals? We should protect their habitats. We should reduce water/air pollution. We should create safe areas for them.) Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing facts, situations, and conditions in the past. -Use of the Simple Past Tense “Verb to be (Was/were)”: Asking and answering for information at a specific time in the past. -Use of the Simple Past Tense “There was/There were”: Asking and answering about factual information and questioning the existence of things, people, and animals at a specific time in the past. -Use of the modal “Should”: Describing advice, recommendation (and expectation), describing obligation (and expectation). Target Social Language Expressions in Use: It’s too late! / It’s not too late! Every little bit helps! Spread the word! In safe hands! Target Phonological Sounds in Use: Diphthongs: ea: (/eə/), ee: /ɪə/ Consonants: w: (/w/); x: (/ks/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.7.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.L2. Students can bring together the information in the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.L3. Students can make sense of and derive meaning from the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.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 the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' in relation to themselves or others, both individually and/or with others. ENG.9.7.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 the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.7.R1. Students can prepare for reading the content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' efficiently and effectively. ENG.9.7.R2. Students can bring information together about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' through skimming, scanning and detailed reading. ENG.9.7.R3. Students can make sense of and derive meaning from the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' in relation to themselves or others, both individually and/or with others. ENG.9.7.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.7.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 nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness- raising and discovery. ENG.9.7.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.W3. Students can construct new written content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' based on their understanding of the model(s) provided. ENG.9.7.W4. Students can practise producing written content based on the current theme ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.W5. Students can engage in the process of writing related to the content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.W6. Students can reconstruct their writing about the current theme on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' to communicate effectively about it. ENG.9.7.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 nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' in relation to themselves or others, both individually and/or with others. ENG.9.7.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.S2. Students can analyse and understand the model content related to ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' to support the production of spoken language. ENG.9.7.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.S4. Students can construct meaningful spoken content about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' through efficient and meaningful practice. ENG.9.7.S5. Students can reconstruct the information about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' when communicating with others. ENG.9.7.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 nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' 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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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) 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.9.7.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.9.7.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.9.7.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.9.7.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) 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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS8. Sustainability Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Kût'ül Amâre Zaferi </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MAYIS </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 35. Hafta: </div> <div> 04-08 Mayıs </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 7: LIFE IN THE WORLD & NATURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Sub-themes: ''Nature, endangered animals, their natural living conditions and habitats, and protection of them" Target Vocabulary in Use (with revisional vocabulary): Vocabulary for endangered animals: Nouns: A polar bear, a sea turtle, an Asian elephant, a tiger, a whale, a great white shark, a penguin, a panda, a dolphin, a chimpanzee, a cheetah. Vocabulary for their habitats: Nouns: Grasslands, rainforests, woodlands, jungles, oceans, deserts. Verbs: To need, to survive, to lessen, to breed, to hunt, to hide, to donate, to save, to protect, to produce, to prevent, to threaten, to reduce, to be at risk, to support, to affect. Other related vocabulary: Nouns: A shelter, a disease, a food source, wildlife, volunteer, overhunting, overfishing, sea/marine pollution, air pollution, habitat loss, safety, population, survival, existence. Adjectives: dedicated, renewable, illegal. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Present Tense: (Which animals are endangered? Leopards, cheetahs, elephants etc. are endangered animals.) (Where do endangered animals live? They live in their habitats.) (What are their habitats? Their habitats are oceans, deserts, woodlands etc.) (What are the reasons for their endangerment? Overhunting, water pollution, etc. are the reasons for their endangerment.) -The Simple Past Tense with Verb “To be”: Was/were; there was/there were (Affirmative, negative, and question forms): (What was the population of the leopards in the past? There were about 700.000 leopards in the world 50 years ago.) (What is the population of the leopard now? -There are about 250.000 leopards in the world today.) (What was the main habitat of leopards/elephants etc..? Their main habitat was the jungle.) (Where were the habitats of elephants? Their habitats were woodlands and forests.) (What were the habitats of endangered animals like 50 years ago? They were cleaner and safer etc. than they are today.) -Use of “should” as a modal verb: (What should we do to protect endangered animals? We should protect their habitats. We should reduce water/air pollution. We should create safe areas for them.) Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing facts, situations, and conditions in the past. -Use of the Simple Past Tense “Verb to be (Was/were)”: Asking and answering for information at a specific time in the past. -Use of the Simple Past Tense “There was/There were”: Asking and answering about factual information and questioning the existence of things, people, and animals at a specific time in the past. -Use of the modal “Should”: Describing advice, recommendation (and expectation), describing obligation (and expectation). Target Social Language Expressions in Use: It’s too late! / It’s not too late! Every little bit helps! Spread the word! In safe hands! Target Phonological Sounds in Use: Diphthongs: ea: (/eə/), ee: /ɪə/ Consonants: w: (/w/); x: (/ks/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.7.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.L2. Students can bring together the information in the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.L3. Students can make sense of and derive meaning from the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.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 the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' in relation to themselves or others, both individually and/or with others. ENG.9.7.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 the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.7.R1. Students can prepare for reading the content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' efficiently and effectively. ENG.9.7.R2. Students can bring information together about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' through skimming, scanning and detailed reading. ENG.9.7.R3. Students can make sense of and derive meaning from the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' in relation to themselves or others, both individually and/or with others. ENG.9.7.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.7.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 nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness- raising and discovery. ENG.9.7.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.W3. Students can construct new written content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' based on their understanding of the model(s) provided. ENG.9.7.W4. Students can practise producing written content based on the current theme ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.W5. Students can engage in the process of writing related to the content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.W6. Students can reconstruct their writing about the current theme on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' to communicate effectively about it. ENG.9.7.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 nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' in relation to themselves or others, both individually and/or with others. ENG.9.7.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.S2. Students can analyse and understand the model content related to ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' to support the production of spoken language. ENG.9.7.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.S4. Students can construct meaningful spoken content about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' through efficient and meaningful practice. ENG.9.7.S5. Students can reconstruct the information about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' when communicating with others. ENG.9.7.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 nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' 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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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) 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.9.7.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.9.7.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.9.7.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.9.7.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) 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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS8. Sustainability Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Bilişim Haftası, Trafik ve İlkyardım Haftası, İş Sağlığı ve Güvenliği Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MAYIS </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 36. Hafta: </div> <div> 11-15 Mayıs </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 7: LIFE IN THE WORLD & NATURE 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: ''Nature, endangered animals, their natural living conditions and habitats, and protection of them" Target Vocabulary in Use (with revisional vocabulary): Vocabulary for endangered animals: Nouns: A polar bear, a sea turtle, an Asian elephant, a tiger, a whale, a great white shark, a penguin, a panda, a dolphin, a chimpanzee, a cheetah. Vocabulary for their habitats: Nouns: Grasslands, rainforests, woodlands, jungles, oceans, deserts. Verbs: To need, to survive, to lessen, to breed, to hunt, to hide, to donate, to save, to protect, to produce, to prevent, to threaten, to reduce, to be at risk, to support, to affect. Other related vocabulary: Nouns: A shelter, a disease, a food source, wildlife, volunteer, overhunting, overfishing, sea/marine pollution, air pollution, habitat loss, safety, population, survival, existence. Adjectives: dedicated, renewable, illegal. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Present Tense: (Which animals are endangered? Leopards, cheetahs, elephants etc. are endangered animals.) (Where do endangered animals live? They live in their habitats.) (What are their habitats? Their habitats are oceans, deserts, woodlands etc.) (What are the reasons for their endangerment? Overhunting, water pollution, etc. are the reasons for their endangerment.) -The Simple Past Tense with Verb “To be”: Was/were; there was/there were (Affirmative, negative, and question forms): (What was the population of the leopards in the past? There were about 700.000 leopards in the world 50 years ago.) (What is the population of the leopard now? -There are about 250.000 leopards in the world today.) (What was the main habitat of leopards/elephants etc..? Their main habitat was the jungle.) (Where were the habitats of elephants? Their habitats were woodlands and forests.) (What were the habitats of endangered animals like 50 years ago? They were cleaner and safer etc. than they are today.) -Use of “should” as a modal verb: (What should we do to protect endangered animals? We should protect their habitats. We should reduce water/air pollution. We should create safe areas for them.) Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing facts, situations, and conditions in the past. -Use of the Simple Past Tense “Verb to be (Was/were)”: Asking and answering for information at a specific time in the past. -Use of the Simple Past Tense “There was/There were”: Asking and answering about factual information and questioning the existence of things, people, and animals at a specific time in the past. -Use of the modal “Should”: Describing advice, recommendation (and expectation), describing obligation (and expectation). Target Social Language Expressions in Use: It’s too late! / It’s not too late! Every little bit helps! Spread the word! In safe hands! Target Phonological Sounds in Use: Diphthongs: ea: (/eə/), ee: /ɪə/ Consonants: w: (/w/); x: (/ks/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) Sub-themes: “Films, film genres, futuristic films with futuristic ideas, and technology” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for film genres: Nouns: Film (movie-AmE), comedy, action, cartoon (animated-AmE), romantic (romance-AmE), family film, adventure, science fiction, detective film, historical film, thriller, mystery, horror, musical, documentary, biographical, crime, martial arts. Vocabulary for futuristic film genres: Nouns: Space adventure, robots, alien invasion, time travel, time loop, space exploration, adventure, superheroes, science (sci-fi) fantasy, an invention, a discovery, a survival, an actor, an actress, a director, a crew, virtual reality, a myth. Verbs: To discover, to explore, to invent, to adapt, to control, to be into sth. Adjectives: Futuristic, robotic, artificial, virtual, technological, horrific, world-saving, legendary, global, optimistic, intelligent, epic. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Background Grammatical Structures in Use: -The Simple Present Tense: (Adventure films show exciting places and happening.) *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Grammatical Structures in Use: -The Simple Future Tense (Positive, negative, Interrogative): (What (do you think) will happen in the future? (I think) robots will help people in the future. People will travel to other planets. Scientists will invent new machines to explore space. Time travellers will change history. People will live in virtual reality worlds.) Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing events and happenings (in films). -Use of the Simple Future Tense: Describing predictions, expressing what speakers believe and expect, explaining speakers’ opinions or guesses about the future, describing advice, recommendations (and expectations). Target Social Language Expressions in Use: This (film) is a breath of fresh air! This (film) is not my cup of tea! I’m not brave enough to watch this! What’s next? Target Phonological Sounds in Use: Diphthong: o, oe, owoa, ou, eau: /əʊ/ Consonants: y: (/j/, /i/; z: (/z/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.7.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.L2. Students can bring together the information in the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.L3. Students can make sense of and derive meaning from the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.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 the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' in relation to themselves or others, both individually and/or with others. ENG.9.7.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 the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.7.R1. Students can prepare for reading the content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' efficiently and effectively. ENG.9.7.R2. Students can bring information together about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' through skimming, scanning and detailed reading. ENG.9.7.R3. Students can make sense of and derive meaning from the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' in relation to themselves or others, both individually and/or with others. ENG.9.7.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.7.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 nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness- raising and discovery. ENG.9.7.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.W3. Students can construct new written content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' based on their understanding of the model(s) provided. ENG.9.7.W4. Students can practise producing written content based on the current theme ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.W5. Students can engage in the process of writing related to the content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.W6. Students can reconstruct their writing about the current theme on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' to communicate effectively about it. ENG.9.7.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 nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' in relation to themselves or others, both individually and/or with others. ENG.9.7.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.S2. Students can analyse and understand the model content related to ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' to support the production of spoken language. ENG.9.7.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. ENG.9.7.S4. Students can construct meaningful spoken content about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' through efficient and meaningful practice. ENG.9.7.S5. Students can reconstruct the information about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' when communicating with others. ENG.9.7.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 nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' in relation to themselves or others, both individually and/or with others. ENG.9.8.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.L2. Students can bring together the information in the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.L3. Students can make sense of and derive meaning from the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.8.R1. Students can prepare for reading the content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' efficiently and effectively. ENG.9.8.R2. Students can bring information together about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' through skimming, scanning and detailed reading. ENG.9.8.R3. Students can make sense of and derive meaning from the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.8.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.W3. Students can construct new written content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' based on their understanding of the model(s) provided. ENG.9.8.W4. Students can practise producing written content based on the current theme ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.W5. Students can engage in the process of writing related to the content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.W6. Students can reconstruct their writing about the current theme on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' to communicate effectively about it. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.S2. Students can analyse and understand the model content related to ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' to support the production of spoken language. ENG.9.8.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.S4. Students can construct meaningful spoken content about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' through efficient and meaningful practice. ENG.9.8.S5. Students can reconstruct the information about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' when communicating with others. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'' 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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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) 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.9.7.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.9.7.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.9.7.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.9.7.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) 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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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.9.7.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. ENG.9.8.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.9.8.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.9.8.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.9.8.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.9.8.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. a) 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. b) 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. c) 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. d) 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.9.8.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) 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.9.8.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.9.8.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.9.8.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.9.8.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) 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.9.8.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.9.8.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.9.8.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.9.8.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.9.8.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.9.8.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.9.8.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.9.8.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.9.8.S1. a) Students relate current content by analysin</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS8. Sustainability Literacy, LS9. Art Literacy LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">4</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: “Films, film genres, futuristic films with futuristic ideas, and technology” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for film genres: Nouns: Film (movie-AmE), comedy, action, cartoon (animated-AmE), romantic (romance-AmE), family film, adventure, science fiction, detective film, historical film, thriller, mystery, horror, musical, documentary, biographical, crime, martial arts. Vocabulary for futuristic film genres: Nouns: Space adventure, robots, alien invasion, time travel, time loop, space exploration, adventure, superheroes, science (sci-fi) fantasy, an invention, a discovery, a survival, an actor, an actress, a director, a crew, virtual reality, a myth. Verbs: To discover, to explore, to invent, to adapt, to control, to be into sth. Adjectives: Futuristic, robotic, artificial, virtual, technological, horrific, world-saving, legendary, global, optimistic, intelligent, epic. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Background Grammatical Structures in Use: -The Simple Present Tense: (Adventure films show exciting places and happening.) *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Grammatical Structures in Use: -The Simple Future Tense (Positive, negative, Interrogative): (What (do you think) will happen in the future? (I think) robots will help people in the future. People will travel to other planets. Scientists will invent new machines to explore space. Time travellers will change history. People will live in virtual reality worlds.) Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing events and happenings (in films). -Use of the Simple Future Tense: Describing predictions, expressing what speakers believe and expect, explaining speakers’ opinions or guesses about the future, describing advice, recommendations (and expectations). Target Social Language Expressions in Use: This (film) is a breath of fresh air! This (film) is not my cup of tea! I’m not brave enough to watch this! What’s next? Target Phonological Sounds in Use: Diphthong: o, oe, owoa, ou, eau: /əʊ/ Consonants: y: (/j/, /i/; z: (/z/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.8.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.L2. Students can bring together the information in the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.L3. Students can make sense of and derive meaning from the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.8.R1. Students can prepare for reading the content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' efficiently and effectively. ENG.9.8.R2. Students can bring information together about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' through skimming, scanning and detailed reading. ENG.9.8.R3. Students can make sense of and derive meaning from the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.8.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.W3. Students can construct new written content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' based on their understanding of the model(s) provided. ENG.9.8.W4. Students can practise producing written content based on the current theme ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.W5. Students can engage in the process of writing related to the content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.W6. Students can reconstruct their writing about the current theme on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' to communicate effectively about it. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.S2. Students can analyse and understand the model content related to ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' to support the production of spoken language. ENG.9.8.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.S4. Students can construct meaningful spoken content about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' through efficient and meaningful practice. ENG.9.8.S5. Students can reconstruct the information about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' when communicating with others. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'' 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.9.8.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.9.8.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.9.8.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.9.8.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.9.8.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. a) 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. b) 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. c) 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. d) 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.9.8.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) 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.9.8.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.9.8.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.9.8.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.9.8.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) 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.9.8.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.9.8.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.9.8.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.9.8.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.9.8.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.9.8.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.9.8.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.9.8.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.9.8.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.9.8.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.9.8.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.9.8.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.9.8.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.9.8.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;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EVALUATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EVALUATION </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EVALUATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EVALUATION</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > EVALUATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EVALUATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EVALUATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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;">4</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: “Films, film genres, futuristic films with futuristic ideas, and technology” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for film genres: Nouns: Film (movie-AmE), comedy, action, cartoon (animated-AmE), romantic (romance-AmE), family film, adventure, science fiction, detective film, historical film, thriller, mystery, horror, musical, documentary, biographical, crime, martial arts. Vocabulary for futuristic film genres: Nouns: Space adventure, robots, alien invasion, time travel, time loop, space exploration, adventure, superheroes, science (sci-fi) fantasy, an invention, a discovery, a survival, an actor, an actress, a director, a crew, virtual reality, a myth. Verbs: To discover, to explore, to invent, to adapt, to control, to be into sth. Adjectives: Futuristic, robotic, artificial, virtual, technological, horrific, world-saving, legendary, global, optimistic, intelligent, epic. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Background Grammatical Structures in Use: -The Simple Present Tense: (Adventure films show exciting places and happening.) *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Grammatical Structures in Use: -The Simple Future Tense (Positive, negative, Interrogative): (What (do you think) will happen in the future? (I think) robots will help people in the future. People will travel to other planets. Scientists will invent new machines to explore space. Time travellers will change history. People will live in virtual reality worlds.) Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing events and happenings (in films). -Use of the Simple Future Tense: Describing predictions, expressing what speakers believe and expect, explaining speakers’ opinions or guesses about the future, describing advice, recommendations (and expectations). Target Social Language Expressions in Use: This (film) is a breath of fresh air! This (film) is not my cup of tea! I’m not brave enough to watch this! What’s next? Target Phonological Sounds in Use: Diphthong: o, oe, owoa, ou, eau: /əʊ/ Consonants: y: (/j/, /i/; z: (/z/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.8.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.L2. Students can bring together the information in the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.L3. Students can make sense of and derive meaning from the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.8.R1. Students can prepare for reading the content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' efficiently and effectively. ENG.9.8.R2. Students can bring information together about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' through skimming, scanning and detailed reading. ENG.9.8.R3. Students can make sense of and derive meaning from the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.8.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.W3. Students can construct new written content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' based on their understanding of the model(s) provided. ENG.9.8.W4. Students can practise producing written content based on the current theme ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.W5. Students can engage in the process of writing related to the content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.W6. Students can reconstruct their writing about the current theme on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' to communicate effectively about it. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.S2. Students can analyse and understand the model content related to ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' to support the production of spoken language. ENG.9.8.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.S4. Students can construct meaningful spoken content about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' through efficient and meaningful practice. ENG.9.8.S5. Students can reconstruct the information about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' when communicating with others. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'' 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.9.8.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.9.8.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.9.8.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.9.8.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.9.8.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. a) 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. b) 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. c) 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. d) 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.9.8.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) 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.9.8.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.9.8.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.9.8.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.9.8.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) 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.9.8.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.9.8.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.9.8.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.9.8.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.9.8.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.9.8.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.9.8.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.9.8.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.9.8.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.9.8.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.9.8.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.9.8.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.9.8.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.9.8.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;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Etik Günü, 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;">4</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: “Films, film genres, futuristic films with futuristic ideas, and technology” Target Vocabulary in Use (with revisional vocabulary): Vocabulary for film genres: Nouns: Film (movie-AmE), comedy, action, cartoon (animated-AmE), romantic (romance-AmE), family film, adventure, science fiction, detective film, historical film, thriller, mystery, horror, musical, documentary, biographical, crime, martial arts. Vocabulary for futuristic film genres: Nouns: Space adventure, robots, alien invasion, time travel, time loop, space exploration, adventure, superheroes, science (sci-fi) fantasy, an invention, a discovery, a survival, an actor, an actress, a director, a crew, virtual reality, a myth. Verbs: To discover, to explore, to invent, to adapt, to control, to be into sth. Adjectives: Futuristic, robotic, artificial, virtual, technological, horrific, world-saving, legendary, global, optimistic, intelligent, epic. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, "Eid al- Fitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Background Grammatical Structures in Use: -The Simple Present Tense: (Adventure films show exciting places and happening.) *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Grammatical Structures in Use: -The Simple Future Tense (Positive, negative, Interrogative): (What (do you think) will happen in the future? (I think) robots will help people in the future. People will travel to other planets. Scientists will invent new machines to explore space. Time travellers will change history. People will live in virtual reality worlds.) Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing events and happenings (in films). -Use of the Simple Future Tense: Describing predictions, expressing what speakers believe and expect, explaining speakers’ opinions or guesses about the future, describing advice, recommendations (and expectations). Target Social Language Expressions in Use: This (film) is a breath of fresh air! This (film) is not my cup of tea! I’m not brave enough to watch this! What’s next? Target Phonological Sounds in Use: Diphthong: o, oe, owoa, ou, eau: /əʊ/ Consonants: y: (/j/, /i/; z: (/z/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ENG.9.8.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.L2. Students can bring together the information in the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.L3. Students can make sense of and derive meaning from the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.8.R1. Students can prepare for reading the content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' efficiently and effectively. ENG.9.8.R2. Students can bring information together about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' through skimming, scanning and detailed reading. ENG.9.8.R3. Students can make sense of and derive meaning from the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.8.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.W3. Students can construct new written content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' based on their understanding of the model(s) provided. ENG.9.8.W4. Students can practise producing written content based on the current theme ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.W5. Students can engage in the process of writing related to the content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.W6. Students can reconstruct their writing about the current theme on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' to communicate effectively about it. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.S2. Students can analyse and understand the model content related to ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' to support the production of spoken language. ENG.9.8.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. ENG.9.8.S4. Students can construct meaningful spoken content about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' through efficient and meaningful practice. ENG.9.8.S5. Students can reconstruct the information about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' when communicating with others. ENG.9.8.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 films, film genres, futuristic films with futuristic ideas, and technology'' 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.9.8.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.9.8.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.9.8.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.9.8.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.9.8.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. a) 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. b) 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. c) 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. d) 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.9.8.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) 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.9.8.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.9.8.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.9.8.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.9.8.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) 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.9.8.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.9.8.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.9.8.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.9.8.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.9.8.W4. a) Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. c) Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. d) Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. ENG.9.8.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.9.8.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.9.8.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.9.8.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.9.8.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.9.8.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.9.8.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.9.8.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.9.8.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;" > SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Etik Günü, Çevre ve İklim Değişikliği Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> HAZİRAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 41. Hafta: </div> <div> 15-19 Haziran </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SCHOOL-BASED PLANNING*</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SCHOOL-BASED PLANNING* </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> OKUL TEMELLİ PLANLAMA* SCHOOL-BASED PLANNING*</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SCHOOL-BASED PLANNING*</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SCHOOL-BASED PLANNING* </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SCHOOL-BASED PLANNING* </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SCHOOL-BASED PLANNING* </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Etik Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> HAZİRAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 42. Hafta: </div> <div> 22-26 Haziran </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">4</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SOCIAL ACTIVITY</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SOCIAL ACTIVITY </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SOCIAL ACTIVITY</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SOCIAL ACTIVITY</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SOCIAL ACTIVITY </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SOCIAL ACTIVITY </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SOCIAL ACTIVITY </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Etik Günü </td> </tr> <tr> <td style="text-align: left; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="11"><b>ÖLÇME DEĞERLENDİRME :</b></td> </tr> <tr> <td style="text-align: left; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="11"><b>FARKLILAŞTIRMA :</b></td> </tr> <tr> <td style="text-align: left; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="11"><b>OKUL TEMELLİ PLANLAMA : </b></td> </tr> </tbody> </table> <p class="text-left"> <ul> <li>Bu yıllık plan; 19.09.2022 tarih ve 58168473 sayılı "Millî Eğitim Bakanlığı Eğitim Öğretim Çalışmalarının Planlı Yürütülmesine İlişkin Yönerge", 2104 sayılı Tebliğler Dergisi, İlköğretim ve Ortaöğretim Kurumlarnda Atatürk İnkılap ve İlkelerinin Öğretim Esasları Yönergesi, Talim ve Terbiye Kurulu'nun 23.05.2024 tarih ve 20 sayılı Kurul Kararı eki, Türkiye Yüzyılı Maarif Modeli Öğretim Programları Ortak Metni, "M.E.B. 2024-2025 Eğitim ve Öğretim Yılı Çalışma Takvimi Genelgesi" ile Talim ve Terbiye Kurulu'nun 24.08.2023 tarih ve 43 sayılı Kurul Kararı eki esas alınarak hazırlanmıştır.</li> <li>Atatürkçülük konuları ile ilgili olarak Talim ve Terbiye Kurulu Başkanlığının 2104 ve 2488 sayılı Tebliler Dergisinden yararlanılmıtır.</li> </ul> </p> </div> <div class="col-12" style="text-align: center; font-size:11pt; margin-top:50px!important;"> <table style="width:100%; border: 1px solid rgb(227, 212, 212); border-collapse: collapse;"> <tbody> <tr> <td style="width:25%;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; text-align:center;"> <p style="text-align:center;"> ....................................... <br> Ders Öğretmeni</p> </td> <td style="width:25%;border: 1px solid rgb(238, 225, 225); border-collapse: collapse; text-align:center;"> <p style="text-align:center;">...................................... <br> Ders Öğretmeni</p> </td> <td style="width:25%;border: 1px solid rgb(238, 225, 225); border-collapse: collapse; text-align:center;"> <p style="text-align:center;">...................................... <br> Ders Öğretmeni</p> </td> <td style="width:25%;border: 1px solid rgb(238, 225, 225); border-collapse: collapse; text-align:center;"> <p style="text-align:center;">...................................... <br> Ders Öğretmeni</p> </td> </tr> </tbody> </table> </div> <div class="col-12 mudur-imza-container" style="text-align: center; font-size:11pt; margin-top:50px!important;"> <table width="100%" class="mudur-imza-table" style="border: 1px solid rgb(227, 212, 212); border-collapse: collapse;"> <tbody> <tr> <td style="width:100%; border: 1px solid rgb(238, 225, 225); border-collapse: collapse; text-align: center; vertical-align: middle; padding: 10px;"> <p class="mudur-tarih">..../..../2025 <br> UYGUNDUR</p> <p class="mudur-imza"> ...................................... <br> Okul Müdürü </p> </td> </tr> </tbody> </table> </div> </div> </div> </section>