Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use

ENG.PREP.14.G1.

Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

ENG.PREP.14.S3.

Students can produce meaningful and accurate spoken content related to the current theme on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''.

ENG.PREP.14.R1.

Students can prepare for reading the content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' efficiently and effectively.

ENG.PREP.14.R2.

Students can bring information together about the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' through skimming, scanning and detailed reading.

ENG.PREP.14.R3.

Students can make sense of and derive meaning from the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''.

ENG.PREP.14.R4.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.14.S4.

Students can construct meaningful spoken content about ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' through efficient and meaningful practice.

ENG.PREP.14.W1.

Students can prepare for writing efficiently and accurately based on the current content about ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''.

ENG.PREP.14.W2.

Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''.

ENG.PREP.14.W3.

Students can construct new written content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' based on their understanding of the model(s) provided.

ENG.PREP.14.W4.

Students can practise producing written content based on the current theme ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''.

ENG.PREP.14.W5.

Students can engage in the process of writing related to the content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''.

ENG.PREP.14.W6.

Students can reconstruct their writing about the current theme on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' to communicate effectively about it.

ENG.PREP.14.S5.

Students can reconstruct the information about ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' when communicating with others.

ENG.PREP.14.W7.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.14.S6.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.15.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''.

ENG.PREP.15.L2.

Students can bring together the information in the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''.

ENG.PREP.15.L3.

Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''.

ENG.PREP.15.L4.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.15.S1.

Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''.

ENG.PREP.15.S2.

Students can analyse and understand the model content related to ''Life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' to support the production of spoken language.

ENG.PREP.15.W5.

Students can engage in the process of writing related to the content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''.

ENG.PREP.15.P1.

Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' to develop holistic and conscious pronunciation skills after recognising them in context.

ENG.PREP.15.V1.

Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.

Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.

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

LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS8. Sustainability Literacy, LS9. Art Literacy

V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V17. Thriftiness, V20. Benevolence

PERFORMANCE ASSIGNMENT: Students will design and write a project about their ideal world tour. In this project, they will focus on different capitals of countries, famous landmarks, and cultural differences in various cities. They will describe their ideal travel experiences, including the roles and activities of people in these cities. Students will write scripts for the characters representing different countries, landmarks, and local traditions. These characters will act out various scenarios and interactions to showcase cultural diversity and famous attractions. The assignment will be evaluated using rubrics. PERFORMANCE ASSIGNMENT: Students will design and present a project that explores the challenges and solutions related to natural resources, wildlife, and environmental protection. They will research the importance of conserving natural resources and animal habitats, analyse the effects of human activity on nature, and propose actionable steps for a more sustainable future. As part of the project, students will write reports, create visual aids (such as posters or presentations), and role-play as conservationists, scientists, or environmental activists. They will simulate scenarios like addressing climate change, protecting endangered species, or raising awareness about sustainable practices. The assignment will be evaluated using rubrics.

→ Engelliler Haftası, Vakıflar Haftası

Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use

ENG.PREP.14.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''.

ENG.PREP.14.L2.

Students can bring together the information in the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''.

ENG.PREP.14.L3.

Students can make sense of and derive meaning from the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''.

ENG.PREP.14.L4.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.14.S1.

Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''.

ENG.PREP.14.P1.

Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' to develop holistic and conscious pronunciation skills after recognising them in context.

ENG.PREP.14.S2.

Students can analyse and understand the model content related to ''Life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' to support the production of spoken language.

ENG.PREP.14.V1.

Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.

Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.

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

LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy

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

PERFORMANCE ASSIGNMENT: Students will design and write a project about their ideal world tour. In this project, they will focus on different capitals of countries, famous landmarks, and cultural differences in various cities. They will describe their ideal travel experiences, including the roles and activities of people in these cities. Students will write scripts for the characters representing different countries, landmarks, and local traditions. These characters will act out various scenarios and interactions to showcase cultural diversity and famous attractions. The assignment will be evaluated using rubrics.

→ Bilişim Haftası, Trafik ve İlkyardım Haftası, İş Sağlığı ve Güvenliği Haftası

Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use

ENG.PREP.13.G1.

Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousnessraising and discovery.

ENG.PREP.13.S3.

Students can produce meaningful and accurate spoken content related to the current theme on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city''.

ENG.PREP.13.R1.

Students can prepare for reading the content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' efficiently and effectively.

ENG.PREP.13.R2.

Students can bring information together about the current content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' through skimming, scanning and detailed reading.

ENG.PREP.13.R3.

Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city''.

ENG.PREP.13.R4.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.13.S4.

Students can construct meaningful spoken content about ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' through efficient and meaningful practice.

ENG.PREP.13.W1.

Students can prepare for writing efficiently and accurately based on the current content about ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city''.

ENG.PREP.13.W2.

Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city''.

ENG.PREP.13.W3.

Students can construct new written content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' based on their understanding of the model(s) provided.

ENG.PREP.13.W4.

Students can practise producing written content based on the current theme ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city''.

ENG.PREP.13.W5.

Students can engage in the process of writing related to the content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city''.

ENG.PREP.13.W6.

Students can reconstruct their writing about the current theme on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' to communicate effectively about it.

ENG.PREP.13.W7.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.13.S5.

Students can reconstruct the information about ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' when communicating with others.

ENG.PREP.13.S6.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' in relation to themselves or others, both individually and/or with others.

Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.

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

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

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

PERFORMANCE ASSIGNMENT: Students will design a detailed project exploring the cultural and historical places, festivals and events, and problems in their neighbourhood and city. The project will start by identifying significant cultural and historical sites, such as monuments, museums, or landmarks, and explaining their importance to the community. Students will also research festivals and events that take place in their area, discussing how these celebrations bring people together and reflect local traditions. Additionally, the project will focus on identifying common problems in the neighbourhood and city, such as traffic, pollution, or lack of public spaces, and students will propose practical solutions to address these issues. The project will include a written report summarising the findings, supported by visuals such as photographs, maps, or charts to enhance the presentation. Students are encouraged to interview local residents or use other resources to gather more insights into the topics. Along with the report, students will prepare a short oral presentation to share their findings with the class, focusing on the most interesting cultural or historical aspects, key festivals, and the proposed solutions to local problems. The assignment will be evaluated by using rubrics.

→ Kût'ül Amâre Zaferi

Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use

ENG.PREP.12.G1.

Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

ENG.PREP.12.S3.

Students can produce meaningful and accurate spoken content related to the current theme on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions''.

ENG.PREP.12.R1.

Students can prepare for reading the content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' efficiently and effectively.

ENG.PREP.12.R2.

Students can bring information together about the current content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' through skimming, scanning and detailed reading.

ENG.PREP.12.R3.

Students can make sense of and derive meaning from the current content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions''.

ENG.PREP.12.R4.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.12.S4.

Students can construct meaningful spoken content about ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' through efficient and meaningful practice.

ENG.PREP.12.W1.

Students can prepare for writing efficiently and accurately based on the current content about ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions''.

ENG.PREP.12.W2.

Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions''.

ENG.PREP.12.W3.

Students can construct new written content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' based on their understanding of the model(s) provided.

ENG.PREP.12.W4.

Students can practise producing written content based on the current theme ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions''.

ENG.PREP.12.W5.

Students can engage in the process of writing related to the content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions''.

ENG.PREP.12.W6.

Students can reconstruct their writing about the current theme on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' to communicate effectively about it.

ENG.PREP.12.S5.

Students can reconstruct the information about ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' when communicating with others.

ENG.PREP.12.S6.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.12.W7.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.13.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city''.

ENG.PREP.13.L2.

Students can bring together the information in the current content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city''.

ENG.PREP.13.L3.

Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city''.

ENG.PREP.13.L4.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on 'life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.13.S1.

Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city''.

ENG.PREP.13.P1.

Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' to develop holistic and conscious pronunciation skills after recognising them in context.

ENG.PREP.13.S2.

Students can analyse and understand the model content related to 'life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' to support the production of spoken language.

ENG.PREP.13.V1.

Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.

Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.

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

LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS8. Sustainability Literacy, LS9. Art Literacy

V1. Justice, V2. Family Integrity, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence

PERFORMANCE ASSIGNMENT: Students write and design a project on ''Family Members’ Future Aspirations, Dreams, and Ambitions.'' They will describe the ideal aspirations and ambitions of family members, including the roles each person plays in supporting these dreams, the skills needed, and the actions taken to achieve these goals. They will write scripts for each role, illustrating how each family member works toward their individual aspirations, whether it’s academic success, career goals, or personal growth. In the class, they will act out these roles, showcasing the importance of support, motivation, and effort in achieving their dreams. The assignment will be evaluated using rubrics. PERFORMANCE ASSIGNMENT: Students will design a detailed project exploring the cultural and historical places, festivals and events, and problems in their neighbourhood and city. The project will start by identifying significant cultural and historical sites, such as monuments, museums, or landmarks, and explaining their importance to the community. Students will also research festivals and events that take place in their area, discussing how these celebrations bring people together and reflect local traditions. Additionally, the project will focus on identifying common problems in the neighbourhood and city, such as traffic, pollution, or lack of public spaces, and students will propose practical solutions to address these issues. The project will include a written report summarising the findings, supported by visuals such as photographs, maps, or charts to enhance the presentation. Students are encouraged to interview local residents or use other resources to gather more insights into the topics. Along with the report, students will prepare a short oral presentation to share their findings with the class, focusing on the most interesting cultural or historical aspects, key festivals, and the proposed solutions to local problems. The assignment will be evaluated by using rubrics.

→ Ulusal Egemenlik ve Çocuk Bayramı

Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use

ENG.PREP.12.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions''

ENG.PREP.12.L2.

Students can bring together the information in the current content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions''.

ENG.PREP.12.L3.

Students can make sense of and derive meaning from the current content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions''.

ENG.PREP.12.L4.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.12.S1.

Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions''

ENG.PREP.12.P1.

Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' to develop holistic and conscious pronunciation skills after recognising them in context.

ENG.PREP.12.S2.

Students can analyse and understand the model content related to ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' to support the production of spoken language.

ENG.PREP.12.V1.

Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.

Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.

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

LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy

V1. Justice, V2. Family Integrity, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence

PERFORMANCE ASSIGNMENT: Students write and design a project on ''Family Members’ Future Aspirations, Dreams, and Ambitions.'' They will describe the ideal aspirations and ambitions of family members, including the roles each person plays in supporting these dreams, the skills needed, and the actions taken to achieve these goals. They will write scripts for each role, illustrating how each family member works toward their individual aspirations, whether it’s academic success, career goals, or personal growth. In the class, they will act out these roles, showcasing the importance of support, motivation, and effort in achieving their dreams. The assignment will be evaluated using rubrics.

→ Turizm Haftası

Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use

ENG.PREP.11.G1.

Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

ENG.PREP.11.S3.

Students can produce meaningful and accurate spoken content related to the current theme on ''personal life and well-being with body parts, human illnesses and diseases, human wellbeing, human nature, well-being for the future''.

ENG.PREP.11.R1.

Students can prepare for reading the content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' efficiently and effectively.

ENG.PREP.11.R2.

Students can bring information together about the current content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' through skimming, scanning and detailed reading.

ENG.PREP.11.R3.

Students can make sense of and derive meaning from the current content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future''.

ENG.PREP.11.R4.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.11.S4.

Students can construct meaningful spoken content about ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' through efficient and meaningful practice.

ENG.PREP.11.W1.

Students can prepare for writing efficiently and accurately based on the current content about ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future''.

ENG.PREP.11.W2.

Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future''.

ENG.PREP.11.W3.

Students can construct new written content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' based on their understanding of the model(s) provided.

ENG.PREP.11.W4.

Students can practise producing written content based on the current theme ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future''.

ENG.PREP.11.W5.

Students can engage in the process of writing related to the content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, wellbeing for the future''.

ENG.PREP.11.W6.

Students can reconstruct their writing about the current theme on ''personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' to communicate effectively about it.

ENG.PREP.11.S5.

Students can reconstruct the information about ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' when communicating with others.

ENG.PREP.11.S6.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.11.W7.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' in relation to themselves or others, both individually and/or with others.

Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.

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

LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy

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

PERFORMANCE ASSIGNMENT: Students write and design a school drama play on the the content of ''body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' and then they present it and perform it as a show in class by inviting other students as patients, doctors, and nurses. The assignment is evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

→ Kanser Haftası, Dünya Sağlık Günün/Dünya Sağlık Haftası, Kişisel Verileri Koruma Günü

Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use

ENG.PREP.10.G1.

Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousnessraising and discovery.

ENG.PREP.10.R1.

Students can prepare for reading the content on ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms'' efficiently and effectively.

ENG.PREP.10.R2.

Students can bring information together about the current content on ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms'' through skimming, scanning and detailed reading.

ENG.PREP.10.R3.

Students can make sense of and derive meaning from the current content on ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms''.

ENG.PREP.10.R4.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.10.W2.

Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms''.

ENG.PREP.10.W3.

Students can construct new written content on ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms'' based on their understanding of the model(s) provided.

ENG.PREP.10.S4.

Students can construct meaningful spoken content about ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms'' through efficient and meaningful practice.

ENG.PREP.10.W4.

Students can practise producing written content based on the current theme ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms''.

ENG.PREP.10.W5.

Students can engage in the process of writing related to the content on ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms''.

ENG.PREP.10.W6.

Students can reconstruct their writing about the current theme on ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms'' to communicate effectively about it.

ENG.PREP.10.S5.

Students can reconstruct the information about ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms'' when communicating with others.

ENG.PREP.10.W7.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.11.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future''.

ENG.PREP.11.L2.

Students can bring together the information in the current content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future''.

ENG.PREP.11.L3.

Students can make sense of and derive meaning from the current content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future''.

ENG.PREP.11.L4.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.11.S1.

Students can prepare themselves to speak meaningfully, fluently, and efficiently about thecurrent content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future''.

ENG.PREP.11.P1.

Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' to develop holistic and conscious pronunciation skills after recognising them in context.

ENG.PREP.11.S2.

Students can analyse and understand the model content related to ''personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' to support the production of spoken language.

ENG.PREP.11.V1.

Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.

Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.

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

LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy

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

PERFORMANCE ASSIGNMENT: Students write and design a project on ''Technological Classroom Tools, Learning with Technology, and Future Classrooms.'' They will describe the ideal use of technology in the classroom, including the roles of students and teachers, the tools used, and the learning activities involved. They will write scripts for each role, showing how technology enhances learning and interaction. In the class, they will act out these roles, demonstrating how technology supports learning in a future classroom. The assignment will be evaluated by using rubrics. PERFORMANCE ASSIGNMENT: Students write and design a school drama play on the the content of ''body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' and then they present it and perform it as a show in class by inviting other students as patients, doctors, and nurses. The assignment is evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

→ Kütüphaneler Haftası, Kanser Haftası, Dünya Otizm Farkındalık Günü