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

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.)

READING

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 andor with others. WRITING

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. SPEAKING

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. WRITING

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. SPEAKING

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.

→ Turizm Haftası

-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.

WRITING

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. SPEAKING

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. PRONUNCIATION

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. LISTENING

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. LISTENING

ENG.9.6.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 city and country with local and international food culture and food festivals in the city in relation to themselves or others both individually andor with others. 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. WRITING

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 models provided. SPEAKING

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.

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

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, -

LISTENING

ENG.9.6.L1 Students can prepare and get ready for listening towatching about the current content on life in the city and country with local and international food culture and food festivals in the city. READING

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. WRITING

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. SPEAKING

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. VOCABULARY

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. GRAMMAR

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. LISTENING

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. READING

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.

→ Kütüphaneler Haftası, Kanser Haftası, Dünya Otizm Farkındalık Günü

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.)

WRITING

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. SPEAKING

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. WRITING

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. SPEAKING

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.

→ Orman Haftası, Dünya Tiyatrolar Günü

SECOND MIDTERM BREAK: March 16 - 20

SECOND MIDTERM BREAK: March 16 - 20

→ Tüketiciyi Koruma Haftası, Türk Dünyası ve Toplulukları Haftası

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.

WRITING

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. SPEAKING

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. WRITING

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. SPEAKING

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.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 the mselves or others, both individually and/ or with others.

→ Bilim ve Teknoloji Haftası, İstiklâl Marşı'nın Kabulü ve Mehmet Akif Ersoy'u Anma Günü