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/

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. WRITING

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 models provided. SPEAKING

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. READING

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 andor with others. WRITING

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. SPEAKING

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. WRITING

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. SPEAKING

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.

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.

LISTENING

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. READING

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. WRITING

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. SPEAKING

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. PRONUNCIATION

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. LISTENING

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. LISTENING

ENG.9.4.L4 Students can reflect on the information experiences thoughts ideas and feelings related to the listening towatching 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 andor with others.

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:

LISTENING

ENG.9.4.L1 Students can prepare and get ready for listening towatching about the current content on family life with family members jobs work routines work activities and workplaces. READING

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. WRITING

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. SPEAKING

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. VOCABULARY

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. GRAMMAR

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.

SEMESTER: January 19 - 30

SEMESTER: January 19 - 30

SEMESTER: January 19 - 30

SEMESTER: January 19 - 30

-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.)

WRITING

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. SPEAKING

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. WRITING

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. SPEAKING

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.

-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.)

WRITING

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. SPEAKING

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. WRITING

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. SPEAKING

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.

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