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.)

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''.

→ Etik Günü, Hayat Boyu Öğrenme Haftası

→ Etik Günü, İstanbul'un Fethi

“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:

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''.

→ Müzeler Haftası, Atatürk'ü Anma ve Gençlik ve Spor Bayramı

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: *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”,

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''.

→ Engelliler Haftası, Vakıflar Haftası

-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.)

READING

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 andor with others. WRITING

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. WRITING

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. SPEAKING

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. WRITING

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. SPEAKING

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.9.7.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. LISTENING

ENG.9.8.L1 Students can prepare and get ready for listening towatching about the current content on life in the universe and future with films film genres futuristic films with futuristic ideas and technology.

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

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.

WRITING

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. SPEAKING

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. PRONUNCIATION

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. LISTENING

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. LISTENING

ENG.9.7.L4 Students can reflect on the information experiences thoughts ideas and feelings related to the listening towatching 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 andor with others. 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. WRITING

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 models provided. SPEAKING

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.

→ Kût'ül Amâre Zaferi

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:

LISTENING

ENG.9.7.L1 Students can prepare and get ready for listening towatching 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. READING

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. WRITING

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. SPEAKING

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. VOCABULARY

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. GRAMMAR

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. LISTENING

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. READING

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.

→ Ulusal Egemenlik ve Çocuk Bayramı