{"_id":"6950fd02b25c7531f79d577e","outcome_id":"8410","created_at":"2025-12-28T09:48:50.228Z","grade":6,"lesson_code":"ENG","subject":"Çoklu Yabancı Dil İngilizce","updated_at":"2025-12-28T09:51:30.884Z","weeks":[{"content":"2. Hafta|08-14 Eylül|ORIENTATION\t\t\t\t\t\t\t\t\t","unit":"ORIENTATION\t\t\t\t\t\t\t\t\t","subject":"ORIENTATION\t\t\t\t\t\t\t\t\t","description":"ORIENTATION\t\t\t\t\t\t\t\t\t"},{"content":"3. Hafta|15-21 Eylül|\"ENG.5.1.R3. Students can make meaning of / derive meaning from the current content about “school lifewith school rules; people, roles and responsibilities at school; school routines; national days and celebrations” by reading it carefully. \nENG.5.1.V1.Students can select and use the target vocabulary of the current content about “school life withschool rules; people, roles and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. \nENG.5.1.G1.Students can select and use the target grammatical elements of the current content about“school life with school rules; people, roles and responsibilities at school; school routines;national days and celebrations” accurately, authentically, spontaneously, and naturally anduse it appropriately and effectively when communicating with others. \nENG.5.1.S2.Students can use the model/example for producing verbal content about the current contenton “school life with school rules; people, roles and responsibilities at school; school routines;national days and celebrations”. \nENG.5.1.S4.Students can construct a new verbal content on “school life with school rules; people, rolesand responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. \nENG.5.2.R3.Students can make meaning of / derive meaning from the current content about “classroomlife with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by reading it carefully. \nENG.5.2.V1.Students can select and use the target vocabulary of the current content about “classroomlife with classroom rules and instructions; roles, responsibilities and relationships in theclassroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use itappropriately and effectively when communicating with others. \nENG.5.2.G1.Students can select and use the target grammatical elements of the current content about“classroom life with classroom rules and instructions; roles, responsibilities and relationshipsin the classroom; daily and study routines and activities in the classroom; cardinal numbers100-500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally anduse it appropriately and effectively when communicating with others.\nENG.5.3.R3.Students can make meaning of / derive meaning from the current content about “personal lifewith  body parts and physical appearance and (features); clothing and dressing; personalitytraits” by reading it carefully. \nENG.5.3.V1.Students can select and use the target vocabulary of the current content about “personal lifewith  body parts and physical appearance and (features); clothing and dressing; personalitytraits” accurately, authentically, spontaneously, and naturally and use it appropriately andeffectively when communicating with others. ENG.5.3.G1.Students can select and use the target grammatical elements of the current contentabout “personal life with  body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, spontaneously, and naturally and use itappropriately and effectively when communicating with others. \nENG.5.4.R3.Students can make meaning of / derive meaning from the current content about “family lifewith  family members’ jobs and workplaces; daily and job routines of family members; differenttypes of houses” by reading it carefully. \nENG.5.4.V1.Students can select and use the target vocabulary of the current content about “familylife with  family members’ jobs and workplaces; daily and job routines of family members;different types of houses” accurately, authentically, spontaneously, and naturally and use itappropriately and effectively when communicating with others. \nENG.5.4.G1.Students can select and use the target grammatical elements of the current content about“family life with  family members’ jobs and workplaces; daily and job routines of familymembers; different types of houses” accurately, authentically, spontaneously, and naturallyand use it appropriately and effectively when communicating with others.\"\n","unit":"REVISION 1\n\n\n","subject":"\"THEMES 1-2-3-4\nVocabulary for school rules, Vocabulary for people at school, Vocabulary for roles and responsibilities at school, Vocabulary for school routines, -Use of Imperatives: Giving commands.\n-Use of The Simple Present Tense: Describing routines, facts, habits, general truths, and permanentsituations.\n-Use of “Can” for Permission: Asking or giving permission.\n-Use of “Must” for Obligation and Prohibition: Expressing obligations or rules.\n-Use of Personal Pronouns: Indicating who is involved in the action, possession, and/or other relationshipsin a sentence.\n-Use of wh- Questions (who-when-what): Asking about things, actions, ideas, a time of an event, aboutpeople in an action.\n-Use of Articles (a, an, the): Referring to a specific or non-specific nouns, Vocabulary for classroom rules, Vocabulary for classroom instructions, Vocabulary for ordinal numbers, Vocabulary for school subjects, Vocabulary for timetables,  -Use of Adverbs of Frequency: Expressing the frequency of actions or events, -Use of Wh-","description":"\"ENG.5.1.R3 \na)Students activate their pre-existing knowledge and past experiences related to the currenttheme and content efficiently. \nb) Students recognise significant relationships between their pre-existing knowledge, pastexperiences and clues to the current content.\nc) Students make significant preliminary predictions about the current content based onrecognised relationships. \nd) Students make detailed predictions about the current content by exploring the audio-visualclues surrounding it. Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition. \nENG.5.1.V1 \na) Students recognise sub-themes/key components of the target words to which they belong inthe current content by scanning. b) Students recognise the target words related to the main components of the current contentwith the help of the audio/visual/written elements and other clues. \nc) Students repeat aloud the relevant target key components and target vocabulary in thecurrent content with the whole class, in groups, and then individually together with or afterlistening (to)/watching/reading the source material. \nd) Students recognise the use of target words and expressions in the current content by makingvarious guesses with the help of supplementary elements.\ne) Students make context-appropriate selections automatically by associating target wordswith their pre-existing conceptual meanings in the mind without analysing their contextualmeaning in detail.\nf) Students use the target words spontaneously and appropriately in different communicativecontexts by being aware of their differences when communicating with others. \nENG.5.1.G1 \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. \nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. \nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\nENG.5.1.S2 \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. \nENG.5.1.S4 \na) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. \nENG.5.2.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. \nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\n c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. \nENG.5.2.V1.\na) Students guess the main topic of the current content from the audio/visual/written element (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. \nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. \nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nENG.5.2.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\n b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. \nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.  \nENG.5.3.R3 \na) Students carefully check the current content in detail for the accuracy of initial and detailedpredictions that are made earlier. \nb) Students classify the significant elements of the current content that contribute to theperception of the content in a meaningful way. \nENG.5.3.V1 \na) Students guess the main topic of the current content from the audio/visual/written elements(e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition. \nb) Students recognise sub-themes/key components of the target words to which they belong inthe current content by scanning.\nENG.5.3.G1. \nc) Students verbally and automatically repeat simple and meaningful clauses/sentencescontaining target grammatical chunks/items that they have noticed in the current contentthat they have heard/viewed/read without explicit knowledge of the rules. \nENG.5.4.R3.\na) Students carefully check the current content in detail for the accuracy of initial and detailedpredictions that are made earlier. \nb) Students classify the significant elements of the current content that contribute to theperception of the content in a meaningful way. \nENG.5.4.V1.\ne) Students recognise the use of target words and expressions in the current content by makingvarious guesses with the help of supplementary elements. \nENG.5.4.G1. \nc) Students verbally and automatically repeat simple and meaningful clauses/sentencescontaining target grammatical chunks/items that they have noticed in the current contentthat they have heard/viewed/read without explicit knowledge of the rules.\"\n"},{"content":"4. Hafta|22-28 Eylül|\"\nENG.5.5.R3.Students can make meaning of / derive meaning from the current content about “life in theneighbourhood and city with attractions and recreational places, services, and transportationin the neighbourhood and the city” by reading it carefully. \nENG.5.5.V1.Students can select and use the target vocabulary of the current content about “life in theneighbourhood and city with attractions and recreational places, services, and transportationin the neighbourhood and the city” accurately, authentically, spontaneously, and naturally anduse it appropriately and effectively when communicating with others. ENG.5.5.G1.Students can select and use the target grammatical elements of the current content about“life in the neighbourhood and city with attractions and recreational places, services, andtransportation in the neighbourhood and the city” accurately, authentically, spontaneously,and naturally and use it appropriately and effectively when communicating with others.\nENG.5.5.S2.Students can use the model/example for producing verbal content about the current contenton “life in the neighbourhood and city with attractions and recreational places, services, andtransportation in the neighbourhood and the city”. \nENG.5.6.R3.Students can make meaning of / derive meaning from the current content about “life in theworld with continents, countries, nationalities, and languages; different cuisines from theworld; food festivals from different parts of the world” by reading it carefully. dwith continents, countries, nationalities, and languages; different cuisines from the world;food festivals from different parts of the world” accurately, authentically, spontaneously, andnaturally and use it appropriately and effectively when communicating with others.\nENG.5.6.V1.Students can select and use the target vocabulary of the current content about “life in the worldwith continents, countries, nationalities, and languages; different cuisines from the world;food festivals from different parts of the world” accurately, authentically, spontaneously, andnaturally and use it appropriately and effectively when communicating with others. \nENG.5.7.R3. Students can make meaning of / derive meaning from the current content about “life in naturewith animals in nature and habitats; daily activities and nature; activities in nature” by reading it carefully. \nENG.5.7.V1. Students can select and use the target vocabulary of the current content about “life in naturewith animals in nature and habitats; daily activities and nature; activities in nature” accurately,authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. \nENG.5.7.G1. Students can select and use the target grammatical elements of the current content about “lifein nature with animals in nature and habitats; daily activities and nature; activities in nature”accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. \nENG.5.8.G1.Students can select and use the target grammatical elements of the current content about“life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” accurately, authentically, spontaneously, and naturally and useit appropriately and effectively when communicating with others. \"\n","unit":"REVISION 1\n\n\n","subject":"\"THEMES 5-6-7-8\nVocabulary for transportation tools in the neighbourhood and the city, Vocabulary for daily activities and nature, \n-Use of the Past Progressive Tense: Describing ongoing or interrupted actions in the past; setting thebackground for a narrative, \nVocabulary for services in the neighbourhood and the city, -Use of the Simple Past Tense (was/were): Describing states or conditions that existed in the past.\n-Use of the Simple Past Tense (regular/irregular verbs): Narrating completed actions or events that happened in the past, Vocabulary for continents, Vocabulary for countries:Türkiye, England, Australia, Brazil, Canada, China, France, Germany, Ireland,Italy, Japan, New Zealand, Portugal, Russia, Spain, the USA, Azerbaijan, Uzbekistan, Turkmenistan, TurkishRepublic of Northern Cyprus, Kazakhstan, Kyrgyzstan, Vocabulary for different cuisines from the world (different dishes), \nVocabulary for food festivals, Vocabulary for animals and natural habitats, Vocabulary for nature/outdoor activities, -Use","description":"\"\nENG.5.5.R3 \na)  Students carefully check the current content in detail for the accuracy of initial and detailedpredictions that are made earlier. b) Students classify the significant elements of the current content that contribute to theperception of the content in a meaningful way. \nENG.5.5.V1 \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition. bI Students recognise sub-themes/key components of the target words to which they belong inthe current content by scanning. \nENG.5.5.G1 \na) Student become familiar with the current content by listening (to)/watching/reading it a fewtimes attentively. \nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the useof target grammatical chunks/items/items presented verbally in context with the help of body language.\nENG.5.5.S2 \na) Students listen (to)/watch/read the model/example for the current content with the help ofaudio/visual/written elements. \nENG.5.6.R3. \nd) Students recognise significant horizontal/vertical/spiral relationships within the currentcontent that contribute to the perception of the content in a meaningful way. \nENG.5.6.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition. \nb) Students recognise sub-themes/key components of the target words to which they belong inthe current content by scanning. \nc) Students recognise the target words related to the main components of the current contentwith the help of the audio/visual/written elements and other clues.\nENG.5.7.R3.  \na) Students carefully check the current content in detail for the accuracy of initial and detailedpredictions that are made earlier. \nb) Students classify the significant elements of the current content that contribute to theperception of the content in a meaningful way. \nENG.5.7.V1 \ne) Students recognise the use of target words and expressions in the current content by makingvarious guesses with the help of supplementary elements. \nENG.5.7.G1. \nc) Students verbally and automatically repeat simple and meaningful clauses/sentencescontaining target grammatical chunks/items that they have noticed in the current contentthat they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks/items in the current content heard/viewed/read by repeating them several times withoutknowing, analysing, and thinking about their rules. \ne) Students see and read the example sentences containing target grammatical chunks/itemsprovided for language awareness carefully. \nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/items that are presented for the purpose of raising language awareness. \nENG.5.8.G1 \nb) Students listen (to)/watch/read the same content, attentively and mindfully, including theuse of target grammatical chunks/items presented verbally in context with the help of bodylanguage. \nb) Students verbally and automatically repeat simple and meaningful clauses/sentencescontaining target grammatical chunks/items that they have noticed in the current contentthat they have heard/viewed/read without explicit knowledge of the rules.\"\n"},{"content":"1. Hafta|29 Eylül-05 Ekim|\"ENG.5.9.R1. Students can get ready for the reading-comprehension process about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”.\nENG.5.9.R2. Students can bring information about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”\nthrough skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.5.9.R3. Students can make meaning of / derive meaning from the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” by reading it carefully.\nENG.5.9.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” in relation to themselves or others, both individually and/or with others.\nENG.5.9.V1. Students can select and use the target vocabulary of the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.10.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”.\nENG.5.10.R2. Students can bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.5.10.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by reading it carefully.\nENG.5.10.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others.\nENG.5.10.V1. Students can select and use the target vocabulary of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.11.L1. Students can get ready for the listening/watching-comprehension process for the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” carefully.\nENG.5.11.L2. Students can bring information about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” together through significant details and main components while listening (to)/watching it.\nENG.5.12.L2. Students can bring information about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” together through significant details and main components while listening (to)/watching it.\nENG.5.12.L3. Students can make meaning of/derive meaning from the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different\nlifestyles of families in different houses” through significant details by listening (to)/watching it carefully.\nENG.5.12.G1. Students can select and use the target grammatical elements of the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.12.S1. Students can get ready for speaking-expression process about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”\"\n","unit":"REVISION 2\n\n\n","subject":"\"THEMES 9-10-11-12\nVocabulary for general terms related to education,Vocabulary for types of school,Vocabulary for facilities in different types of schools,Vocabulary for regular activities in different types of schools,Vocabulary for extracurricular activities in different types of schools,Vocabulary for sports at school\n-Use of Passive Voice in Present Tenses for Daily Speech: Describing what happens to someone or something,\nnot who does it.-Use of articles (a/an/the): Expressing non-specific or general items and specific or definite items.-Use of the Simple Present Tense: Expressing routines, habits, general truths, and facts.\nVocabulary for technological classroom tools,Vocabulary for learning activities\n-Use of Passive Voice in Future Tenses for Daily Speech\nVocabulary for family members’ abilities and skills,Vocabulary for hobbies of family members (sports, films, music),Vocabulary for different lifestyles of families in different houses-Use of Passive Voice in Future Tenses-Use of “Will” for Sudden Dec","description":"\"ENG.5.9.R1.\na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.5.9.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.5.9.R3.\na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.5.9.R4\na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.5.9.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.5.10.R1.\n a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.5.10.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.5.10.R3.\na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.5.10.R4.\na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.5.10.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.5.11.L1.\na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “personal life and well-being” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.5.11.L2.\na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.5.12.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.5.12.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.5.12.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.5.12.S1.\na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\"\n"},{"content":"2. Hafta|06-12 Ekim|\"ENG.5.13.R1. Students can get ready for the reading-comprehension 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; transportation in the neighbourhood and the city”.\nENG.5.13.R3. Students can make meaning of / derive meaning from the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood\nand the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” by reading it carefully.\nENG.5.13.V1. Students can select and use the target vocabulary of 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; transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.14.R1. Students can get ready for the reading-comprehension process about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”.\nENG.5.14.R3. Students can make meaning of / derive meaning from the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” by reading it carefully.\nENG.5.15.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” carefully.\nENG.5.15.L2. Students can bring information about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” together through significant details and main components while listening (to)/watching it.\nENG.5.16.L1. Students can get ready for the listening /watching-comprehension process for the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” carefully.\nENG.5.16.L2. Students can bring information about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” together through significant details and main components while listening (to)/watching it.\nENG.5.16.L3. Students can make meaning of/derive meaning from the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” through significant details by listening (to)/watching it carefully.\nENG.5.16.S1. Students can get ready for speaking-expression process about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future”\"\n","unit":"REVISION 2\n\n\n","subject":"\"THEMES 13-14-15-16\nVocabulary for cultural and historical places in the neighbourhood and the city,Vocabulary for festivals and events in the neighbourhood and the city,Vocabulary for food events and festivals,Vocabulary for food items,Vocabulary for international dishes,Vocabulary for transportation-Use of Conditional 1: Describing possible or likely outcomes in the future based on a condition being fulfilled.-Use of “Wish” (was/were): Expressing desires, regrets, or hypothetical situations contrary to the current\nreality.\nVocabulary for capitals of countries,Vocabulary for landmarks and famous places,Vocabulary for sport events in various parts of the world and sports culture (fair play)-Use of Reported Speech of the Present Tenses: Reporting current actions, states, or truths in indirect\nspeech.-Future Tenses: Describing future events, happenings, and situations.\nVocabulary for natural resources,Vocabulary for global problems related to natural resources,Vocabulary for animals in nature and their habitats","description":"\"ENG.5.13.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.ENG.5.13.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.5.13.V1.a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.ENG.5.14.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.ENG.5.15.L1.a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in nature” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.ENG.5.15.L2.a) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content\nby listening (to) and watching it again in a careful manner.ENG.5.16.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in the universe and future” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual\nelements in relation to the current theme.ENG.5.16.L2.a) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.ENG.5.16.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.ENG.5.16.S1.\"\n"},{"content":"3. Hafta|13-19 Ekim|\"ENG.6.1.L1. Students can get ready for the listening/watching-comprehension process for the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” carefully.\nENG.6.1.L2. Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening (to)/ watching it.\nENG.6.1.L3. Students can make meaning of/derive meaning from the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through significant details by listening (to)/watching it carefully.\nENG.6.1.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.P1. Students can select and use the target phonological elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.1.R1. Students can get ready for the reading-comprehension process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.R2. Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.1.R3. Students can make meaning of / derive meaning from the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by reading it carefully.\nENG.6.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.\nENG.6.1.V1. Students can select and use the target vocabulary of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.1.G1. Students can select and use the target grammatical elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.1.W1. Students can get ready for the writing-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.W2. Students can understand the model/example for the writing task about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.W3. Students can organise a content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided.\nENG.6.1.W4. Students can individually construct/form content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people.\nENG.6.1.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.\nENG.6.1.S1. Students can get ready for speaking-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.S2. Students can use the model/example for producing verbal content about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.S3. Students can organise a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically.\nENG.6.1.S4. Students can construct a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically.\nENG.6.1.S5. Students can reorganise (reconstruct) and use information about the “school life and education\nwith school rules; people, roles, and responsibilities at school; school routines; national days\nand celebrations” to communicate with other people.\nENG.6.1.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n\n\n","unit":"\"THEME 1\nSCHOOL LIFE & EDUCATION\"\n\n\n","subject":"\"Sub-theme: School rules; people, roles and responsibilities at school; school routines; national and religious days, festivals, and celebrations\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for competitions, events, and celebrations at school:\nNouns: An agency, a debate, a defeat, defence, a failure, a finalist, a mission, motivation, a goal, an obstacle, a peer, a pitch, a proposer, a referee, a reward, registration, a rehearsal, a replay, an opponent, a semi-finalist, a slogan, a spectator, a tournament, a victory, a challenge, a committee. Verbs: To oppose, to accompany, to\ncancel, to defeat, to register, to reward, to overcome, to shoot, to assign, to participate. Adjectives: Festive, opposing, offensive, amusing, charming, miserable, well-argued, rewarding.\nVocabulary for making schools better places:\nNouns: Accessibility, aid, discipline, diversity, infrastructure, joy, leadership, mentorship, a permit, a procedure, silence, disappointment, an animation, output, confusion, conserva","description":"\"ENG.6.1.L1. \na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “school life and education” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.1.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.1.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.1.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.1.P1. \na) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.1.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.1.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.1.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.1.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.1.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.1.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.1.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.1.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.6.1.W3. Students can organise a content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided.\na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.1.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.1.W5\na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.1.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.1.S1\na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.1.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.1.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.1.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.1.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.1.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others\"\n\n\n"},{"content":"4. Hafta|20-26 Ekim|\"ENG.6.1.L1. Students can get ready for the listening/watching-comprehension process for the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” carefully.\nENG.6.1.L2. Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening (to)/ watching it.\nENG.6.1.L3. Students can make meaning of/derive meaning from the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through significant details by listening (to)/watching it carefully.\nENG.6.1.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.P1. Students can select and use the target phonological elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.1.R1. Students can get ready for the reading-comprehension process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.R2. Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.1.R3. Students can make meaning of / derive meaning from the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by reading it carefully.\nENG.6.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.\nENG.6.1.V1. Students can select and use the target vocabulary of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.1.G1. Students can select and use the target grammatical elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.1.W1. Students can get ready for the writing-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.W2. Students can understand the model/example for the writing task about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.W3. Students can organise a content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided.\nENG.6.1.W4. Students can individually construct/form content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people.\nENG.6.1.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.\nENG.6.1.S1. Students can get ready for speaking-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.S2. Students can use the model/example for producing verbal content about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.S3. Students can organise a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically.\nENG.6.1.S4. Students can construct a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically.\nENG.6.1.S5. Students can reorganise (reconstruct) and use information about the “school life and education\nwith school rules; people, roles, and responsibilities at school; school routines; national days\nand celebrations” to communicate with other people.\nENG.6.1.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n\n\n","unit":"\"THEME 1\nSCHOOL LIFE & EDUCATION\"\n\n\n","subject":"\"Sub-theme: School rules; people, roles and responsibilities at school; school routines; national and religious days, festivals, and celebrations\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for competitions, events, and celebrations at school:\nNouns: An agency, a debate, a defeat, defence, a failure, a finalist, a mission, motivation, a goal, an obstacle, a peer, a pitch, a proposer, a referee, a reward, registration, a rehearsal, a replay, an opponent, a semi-finalist, a slogan, a spectator, a tournament, a victory, a challenge, a committee. Verbs: To oppose, to accompany, to\ncancel, to defeat, to register, to reward, to overcome, to shoot, to assign, to participate. Adjectives: Festive, opposing, offensive, amusing, charming, miserable, well-argued, rewarding.\nVocabulary for making schools better places:\nNouns: Accessibility, aid, discipline, diversity, infrastructure, joy, leadership, mentorship, a permit, a procedure, silence, disappointment, an animation, output, confusion, conserva","description":"\"ENG.6.1.L1. \na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “school life and education” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.1.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.1.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.1.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.1.P1. \na) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.1.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.1.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.1.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.1.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.1.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.1.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.1.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.1.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.6.1.W3. Students can organise a content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided.\na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.1.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.1.W5\na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.1.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.1.S1\na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.1.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.1.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.1.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.1.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.1.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others\"\n\n\n"},{"content":"5. Hafta|27 Ekim-02 Kasım|SCHOOL-BASED PLANNING\t\t\t\t\t\t\t\t\t\"ENG.6.1.L1. Students can get ready for the listening/watching-comprehension process for the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” carefully.\nENG.6.1.L2. Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening (to)/ watching it.\nENG.6.1.L3. Students can make meaning of/derive meaning from the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through significant details by listening (to)/watching it carefully.\nENG.6.1.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.P1. Students can select and use the target phonological elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.1.R1. Students can get ready for the reading-comprehension process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.R2. Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.1.R3. Students can make meaning of / derive meaning from the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by reading it carefully.\nENG.6.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.\nENG.6.1.V1. Students can select and use the target vocabulary of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.1.G1. Students can select and use the target grammatical elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.1.W1. Students can get ready for the writing-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.W2. Students can understand the model/example for the writing task about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.W3. Students can organise a content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided.\nENG.6.1.W4. Students can individually construct/form content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people.\nENG.6.1.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.\nENG.6.1.S1. Students can get ready for speaking-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.S2. Students can use the model/example for producing verbal content about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.S3. Students can organise a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically.\nENG.6.1.S4. Students can construct a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically.\nENG.6.1.S5. Students can reorganise (reconstruct) and use information about the “school life and education\nwith school rules; people, roles, and responsibilities at school; school routines; national days\nand celebrations” to communicate with other people.\nENG.6.1.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n\n\n","unit":"SCHOOL-BASED PLANNING\t\t\t\t\t\t\t\t\t\"THEME 1\nSCHOOL LIFE & EDUCATION\"\n\n\n","subject":"SCHOOL-BASED PLANNING\t\t\t\t\t\t\t\t\t\"Sub-theme: School rules; people, roles and responsibilities at school; school routines; national and religious days, festivals, and celebrations\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for competitions, events, and celebrations at school:\nNouns: An agency, a debate, a defeat, defence, a failure, a finalist, a mission, motivation, a goal, an obstacle, a peer, a pitch, a proposer, a referee, a reward, registration, a rehearsal, a replay, an opponent, a semi-finalist, a slogan, a spectator, a tournament, a victory, a challenge, a committee. Verbs: To oppose, to accompany, to cancel, to defeat, to register, to reward, to overcome, to shoot, to assign, to participate. Adjectives: Festive, opposing, offensive, amusing, charming, miserable, well-argued, rewarding.\nVocabulary for making schools better places:\nNouns: Accessibility, aid, discipline, diversity, infrastructure, joy, leadership, mentorship, a permit, a procedure, silence, disappointment, an animatio","description":"SCHOOL-BASED PLANNING\t\t\t\t\t\t\t\t\t\"ENG.6.1.L1. \na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “school life and education” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.1.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.1.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.1.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.1.P1. \na) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.1.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.1.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.1.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.1.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.1.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.1.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.1.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.1.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.6.1.W3. Students can organise a content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided.\na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.1.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.1.W5\na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.1.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.1.S1\na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.1.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.1.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.1.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.1.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.1.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others\"\n\n\n"},{"content":"1. Hafta|03-09 Kasım|\"ENG.6.1.L1. Students can get ready for the listening/watching-comprehension process for the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” carefully.\nENG.6.1.L2. Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening (to)/ watching it.\nENG.6.1.L3. Students can make meaning of/derive meaning from the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through significant details by listening (to)/watching it carefully.\nENG.6.1.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.P1. Students can select and use the target phonological elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.1.R1. Students can get ready for the reading-comprehension process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.R2. Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.1.R3. Students can make meaning of / derive meaning from the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by reading it carefully.\nENG.6.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.\nENG.6.1.V1. Students can select and use the target vocabulary of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.1.G1. Students can select and use the target grammatical elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.1.W1. Students can get ready for the writing-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.W2. Students can understand the model/example for the writing task about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.W3. Students can organise a content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided.\nENG.6.1.W4. Students can individually construct/form content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people.\nENG.6.1.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.\nENG.6.1.S1. Students can get ready for speaking-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.S2. Students can use the model/example for producing verbal content about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.\nENG.6.1.S3. Students can organise a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically.\nENG.6.1.S4. Students can construct a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically.\nENG.6.1.S5. Students can reorganise (reconstruct) and use information about the “school life and education\nwith school rules; people, roles, and responsibilities at school; school routines; national days\nand celebrations” to communicate with other people.\nENG.6.1.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n\n\n","unit":"\"THEME 1\nSCHOOL LIFE & EDUCATION\"\n\n\n","subject":"\"Sub-theme: School rules; people, roles and responsibilities at school; school routines; national and religious days, festivals, and celebrations\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for competitions, events, and celebrations at school:\nNouns: An agency, a debate, a defeat, defence, a failure, a finalist, a mission, motivation, a goal, an obstacle, a peer, a pitch, a proposer, a referee, a reward, registration, a rehearsal, a replay, an opponent, a semi-finalist, a slogan, a spectator, a tournament, a victory, a challenge, a committee. Verbs: To oppose, to accompany, to cancel, to defeat, to register, to reward, to overcome, to shoot, to assign, to participate. Adjectives: Festive, opposing, offensive, amusing, charming, miserable, well-argued, rewarding.\nVocabulary for making schools better places:\nNouns: Accessibility, aid, discipline, diversity, infrastructure, joy, leadership, mentorship, a permit, a procedure, silence, disappointment, an animation, output, confusion, conserva","description":"\"ENG.6.1.L1. \na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “school life and education” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.1.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.1.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.1.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.1.P1. \na) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.1.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.1.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.1.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.1.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.1.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.1.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.1.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.1.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.6.1.W3. Students can organise a content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided.\na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.1.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.1.W5\na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.1.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.1.S1\na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.1.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.1.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.1.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.1.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.1.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others\"\n\n\n"},{"content":"2. Hafta|10-16 Kasım|        FIRST MIDTERM BREAK ","unit":"FIRST MIDTERM BREAK \t\t\t\t\t\t\t\t","subject":"FIRST MIDTERM BREAK ","description":"FIRST MIDTERM BREAK "},{"content":"3. Hafta|17-23 Kasım|\"ENG.6.2.L1. Students can get ready for the listening/watching-comprehension process for the current content on “classroom life and learning with preferences for learning activities; preferences\nfor learning technologies” carefully.\nENG.6.2.L2. Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” together through significant details and main components while listening/watching it.\nENG.6.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”\nthrough significant details by listening (to)/watching it carefully.\nENG.6.2.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current\ncontent on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.\nENG.6.2.P1. Students can select and use the target phonological elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.2.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.\nENG.6.2.R2. Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully.\nENG.6.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others.\nENG.6.2.V1. Students can select and use the target vocabulary of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.\nENG.6.2.W2 Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies” based on the model/example provided.\nENG.6.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies”.\nENG.6.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people.\nENG.6.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with\npreferences for learning activities; preferences for learning technologies” in relation to\nthemselves or others, both individually and/or with others.\nENG.6.2.S1. Students can get ready for speaking-expression process about the current content on\n“classroom life and learning with preferences for learning activities; preferences for learning\ntechnologies”.\nENG.6.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life and learning with preferences for learning activities; preferences for\nlearning technologies”.\nENG.6.2.S3. Students can organise a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically.\nENG.6.2.S4. Students can construct a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately,\nefficiently, and authentically.\nENG.6.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people.\nENG.6.2.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the\nspeaking-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"\n\n\n\n\n","unit":"\"THEME 2\nCLASSROOM LIFE & LEARNING\"\n\n\n\n\n","subject":"\"Sub-themes: Preferences for learning activities; preferences for learning technologies\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for preferences for learning activities:\nNouns: An illustration, a concept, brainstorming, an exploration, feedback, a principle, a rhythm, an evaluation, necessity, a preference, creativity, preparation, a reward, a mission, a partnership, an objective, an optimist. Verbs: To accomplish, to adapt, to boost, to brainstorm, to cope, to clarify, to establish, to evaluate, to fulfil, to hesitate, to outline, to pursue, to secure, to seek. Adjectives: Reflective, visual, memorable, satisfied. Adverbs: Commonly, essentially.\nVocabulary for preferences for learning technologies:\nNouns: Courage, feedback, a monitor, a mouse pad (mat-AmE), an instruction, a bug, a folder, a webcam, a touchscreen, volume, a database, electronics, a password, an interaction, an innovation, popularity, accessibility, practicality. Verbs: To edit, to install, to inform, to navigate, to ","description":"\"ENG.6.2.L1. \na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “classroom life and learning” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.2.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.2.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.2.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.2.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.2.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.2.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully.\na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.2.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.2.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.2.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.2.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.2.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.6.2.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.2.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.2.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.2.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.2.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.2.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.2.S3.\na) Students recognise what form and type of content is expected and assigned for prepared/\nunprepared speaking situations based on audio/visual/written content as provided in the\nmodel/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate\nand accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the\nage and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.2.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.2.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.2.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully\"\n\n\n\n\n"},{"content":"4. Hafta|24-30 Kasım|\"ENG.6.2.L1. Students can get ready for the listening/watching-comprehension process for the current content on “classroom life and learning with preferences for learning activities; preferences\nfor learning technologies” carefully.\nENG.6.2.L2. Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” together through significant details and main components while listening/watching it.\nENG.6.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”\nthrough significant details by listening (to)/watching it carefully.\nENG.6.2.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current\ncontent on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.\nENG.6.2.P1. Students can select and use the target phonological elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.2.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.\nENG.6.2.R2. Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully.\nENG.6.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others.\nENG.6.2.V1. Students can select and use the target vocabulary of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.\nENG.6.2.W2 Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies” based on the model/example provided.\nENG.6.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies”.\nENG.6.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people.\nENG.6.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with\npreferences for learning activities; preferences for learning technologies” in relation to\nthemselves or others, both individually and/or with others.\nENG.6.2.S1. Students can get ready for speaking-expression process about the current content on\n“classroom life and learning with preferences for learning activities; preferences for learning\ntechnologies”.\nENG.6.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life and learning with preferences for learning activities; preferences for\nlearning technologies”.\nENG.6.2.S3. Students can organise a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically.\nENG.6.2.S4. Students can construct a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately,\nefficiently, and authentically.\nENG.6.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people.\nENG.6.2.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the\nspeaking-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"\n\n\n\n\n","unit":"\"THEME 2\nCLASSROOM LIFE & LEARNING\"\n\n\n\n\n","subject":"\"Sub-themes: Preferences for learning activities; preferences for learning technologies\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for preferences for learning activities:\nNouns: An illustration, a concept, brainstorming, an exploration, feedback, a principle, a rhythm, an evaluation, necessity, a preference, creativity, preparation, a reward, a mission, a partnership, an objective, an optimist. Verbs: To accomplish, to adapt, to boost, to brainstorm, to cope, to clarify, to establish, to evaluate, to fulfil, to hesitate, to outline, to pursue, to secure, to seek. Adjectives: Reflective, visual, memorable, satisfied. Adverbs: Commonly, essentially.\nVocabulary for preferences for learning technologies:\nNouns: Courage, feedback, a monitor, a mouse pad (mat-AmE), an instruction, a bug, a folder, a webcam, a touchscreen, volume, a database, electronics, a password, an interaction, an innovation, popularity, accessibility, practicality. Verbs: To edit, to install, to inform, to navigate, to ","description":"\"ENG.6.2.L1. \na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “classroom life and learning” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.2.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.2.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.2.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.2.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.2.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.2.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully.\na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.2.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.2.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.2.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.2.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.2.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.6.2.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.2.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.2.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.2.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.2.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.2.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.2.S3.\na) Students recognise what form and type of content is expected and assigned for prepared/\nunprepared speaking situations based on audio/visual/written content as provided in the\nmodel/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate\nand accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the\nage and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.2.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.2.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.2.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully\"\n\n\n\n\n"},{"content":"1. Hafta|01-07 Aralık|\"ENG.6.2.L1. Students can get ready for the listening/watching-comprehension process for the current content on “classroom life and learning with preferences for learning activities; preferences\nfor learning technologies” carefully.\nENG.6.2.L2. Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” together through significant details and main components while listening/watching it.\nENG.6.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”\nthrough significant details by listening (to)/watching it carefully.\nENG.6.2.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current\ncontent on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.\nENG.6.2.P1. Students can select and use the target phonological elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.2.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.\nENG.6.2.R2. Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully.\nENG.6.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others.\nENG.6.2.V1. Students can select and use the target vocabulary of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.\nENG.6.2.W2 Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies” based on the model/example provided.\nENG.6.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies”.\nENG.6.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people.\nENG.6.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with\npreferences for learning activities; preferences for learning technologies” in relation to\nthemselves or others, both individually and/or with others.\nENG.6.2.S1. Students can get ready for speaking-expression process about the current content on\n“classroom life and learning with preferences for learning activities; preferences for learning\ntechnologies”.\nENG.6.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life and learning with preferences for learning activities; preferences for\nlearning technologies”.\nENG.6.2.S3. Students can organise a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically.\nENG.6.2.S4. Students can construct a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately,\nefficiently, and authentically.\nENG.6.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people.\nENG.6.2.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the\nspeaking-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"\n\n\n\n\n","unit":"\"THEME 2\nCLASSROOM LIFE & LEARNING\"\n\n\n\n\n","subject":"\"Sub-themes: Preferences for learning activities; preferences for learning technologies\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for preferences for learning activities:\nNouns: An illustration, a concept, brainstorming, an exploration, feedback, a principle, a rhythm, an evaluation, necessity, a preference, creativity, preparation, a reward, a mission, a partnership, an objective, an optimist. Verbs: To accomplish, to adapt, to boost, to brainstorm, to cope, to clarify, to establish, to evaluate, to fulfil, to hesitate, to outline, to pursue, to secure, to seek. Adjectives: Reflective, visual, memorable, satisfied. Adverbs: Commonly, essentially.\nVocabulary for preferences for learning technologies:\nNouns: Courage, feedback, a monitor, a mouse pad (mat-AmE), an instruction, a bug, a folder, a webcam, a touchscreen, volume, a database, electronics, a password, an interaction, an innovation, popularity, accessibility, practicality. Verbs: To edit, to install, to inform, to navigate, to ","description":"\"ENG.6.2.L1. \na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “classroom life and learning” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.2.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.2.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.2.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.2.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.2.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.2.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully.\na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.2.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.2.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.2.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.2.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.2.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.6.2.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.2.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.2.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.2.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.2.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.2.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.2.S3.\na) Students recognise what form and type of content is expected and assigned for prepared/\nunprepared speaking situations based on audio/visual/written content as provided in the\nmodel/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate\nand accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the\nage and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.2.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.2.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.2.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully\"\n\n\n\n\n"},{"content":"2. Hafta|08-14 Aralık|\"ENG.6.2.L1. Students can get ready for the listening/watching-comprehension process for the current content on “classroom life and learning with preferences for learning activities; preferences\nfor learning technologies” carefully.\nENG.6.2.L2. Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” together through significant details and main components while listening/watching it.\nENG.6.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”\nthrough significant details by listening (to)/watching it carefully.\nENG.6.2.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current\ncontent on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.\nENG.6.2.P1. Students can select and use the target phonological elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.2.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.\nENG.6.2.R2. Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully.\nENG.6.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others.\nENG.6.2.V1. Students can select and use the target vocabulary of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.\nENG.6.2.W2 Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies” based on the model/example provided.\nENG.6.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies”.\nENG.6.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people.\nENG.6.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with\npreferences for learning activities; preferences for learning technologies” in relation to\nthemselves or others, both individually and/or with others.\nENG.6.2.S1. Students can get ready for speaking-expression process about the current content on\n“classroom life and learning with preferences for learning activities; preferences for learning\ntechnologies”.\nENG.6.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life and learning with preferences for learning activities; preferences for\nlearning technologies”.\nENG.6.2.S3. Students can organise a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically.\nENG.6.2.S4. Students can construct a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately,\nefficiently, and authentically.\nENG.6.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people.\nENG.6.2.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the\nspeaking-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"\n\n\n\n\n","unit":"\"THEME 2\nCLASSROOM LIFE & LEARNING\"\n\n\n\n\n","subject":"\"Sub-themes: Preferences for learning activities; preferences for learning technologies\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for preferences for learning activities:\nNouns: An illustration, a concept, brainstorming, an exploration, feedback, a principle, a rhythm, an evaluation, necessity, a preference, creativity, preparation, a reward, a mission, a partnership, an objective, an optimist. Verbs: To accomplish, to adapt, to boost, to brainstorm, to cope, to clarify, to establish, to evaluate, to fulfil, to hesitate, to outline, to pursue, to secure, to seek. Adjectives: Reflective, visual, memorable, satisfied. Adverbs: Commonly, essentially.\nVocabulary for preferences for learning technologies:\nNouns: Courage, feedback, a monitor, a mouse pad (mat-AmE), an instruction, a bug, a folder, a webcam, a touchscreen, volume, a database, electronics, a password, an interaction, an innovation, popularity, accessibility, practicality. Verbs: To edit, to install, to inform, to navigate, to ","description":"\"ENG.6.2.L1. \na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “classroom life and learning” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.2.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.2.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.2.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.2.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.2.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.2.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully.\na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.2.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.2.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.2.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.2.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.2.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.6.2.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.2.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.2.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.2.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.2.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.2.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.2.S3.\na) Students recognise what form and type of content is expected and assigned for prepared/\nunprepared speaking situations based on audio/visual/written content as provided in the\nmodel/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate\nand accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the\nage and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.2.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.2.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.2.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully\"\n\n\n\n\n"},{"content":"3. Hafta|15-21 Aralık|\"ENG.6.3.L1. Students can get ready for the listening/watching-comprehension process for the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” carefully.\nENG.6.3.L2. Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” together through significant details and main components while listening (to)/ watching it.\nENG.6.3.L3. Students can make meaning of/derive meaning from the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through significant details by listening (to)/watching it carefully.\nENG.6.3.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.P1. Students can select and use the target phonological elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.3.R1. Students can get ready for the reading-comprehension process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.R2. Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.3.R3. Students can make meaning of / derive meaning from the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by reading it carefully.\nENG.6.3.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others.\nENG.6.3.V1. Students can select and use the target vocabulary of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.3.G1. Students can select and use the target grammatical elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.3.W1. Students can get ready for the writing-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.W2. Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.W3. Students can organise a content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” based on the model/example provided. unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.3.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people.\nENG.6.3.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others.\nENG.6.3.S1. Students can get ready for speaking-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.S2. Students can use the model/example for producing verbal content about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.S3. Students can organise a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically.\nENG.6.3.S4. Students can construct a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically.\nENG.6.3.S5. Students can reorganise (reconstruct) and use information about the “personal life and wellbeing with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people.\nENG.6.3.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n\n\n","unit":"\"THEME 3\nPERSONAL LIFE & WELL-BEING\"\n\n\n","subject":"\"Sub-themes: mobile phones and their impact on health and social life; personal preferences for films and visual arts\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for mobile phones and their impact on health and social life:\nNouns: Addiction, aid, assistance, bias, anger, anxiety, awareness, convenience, disconnection, disorientation, a follower, helpline, an inbox, necessity, panic, a password, majority, minority, podcasting, remote learning, service provider, privacy, relief, standard of living, surfing, a tension, tiredness, welfare.\nVerbs: To demonstrate, to friend, to preserve, to resist, to isolate, to overcome, to heal, to harm, to trace, to overuse, to regulate, to monitor, to restrict. Adjectives: Addicted, aggressive, anxious, biased, dependent, isolated, unconscious, significant. Adverbs: Increasingly, severely, securely.\nVocabulary for personal preferences for films and visual arts:\nNouns: Animation, cast, classic, genre, masterpiece, performing arts, preview, production, rehe","description":"\"ENG.6.3.L1.\na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “personal life and well-being” by using the relationships that they recognised accurately by looking at the provided realia, pictures,and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.3.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.3.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.3.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.3.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.3.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.6.3.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.3.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.3.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.3.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.3.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their\nrules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.3.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.3.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.6.3.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.3.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.3.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.3.W6.\na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.3.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.3.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.3.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.3.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.3.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.3.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n\n\n"},{"content":"4. Hafta|22-28 Aralık|\"ENG.6.3.L1. Students can get ready for the listening/watching-comprehension process for the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” carefully.\nENG.6.3.L2. Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” together through significant details and main components while listening (to)/ watching it.\nENG.6.3.L3. Students can make meaning of/derive meaning from the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through significant details by listening (to)/watching it carefully.\nENG.6.3.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.P1. Students can select and use the target phonological elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.3.R1. Students can get ready for the reading-comprehension process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.R2. Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.3.R3. Students can make meaning of / derive meaning from the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by reading it carefully.\nENG.6.3.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others.\nENG.6.3.V1. Students can select and use the target vocabulary of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.3.G1. Students can select and use the target grammatical elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.3.W1. Students can get ready for the writing-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.W2. Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.W3. Students can organise a content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” based on the model/example provided. unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.3.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people.\nENG.6.3.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others.\nENG.6.3.S1. Students can get ready for speaking-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.S2. Students can use the model/example for producing verbal content about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.S3. Students can organise a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically.\nENG.6.3.S4. Students can construct a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically.\nENG.6.3.S5. Students can reorganise (reconstruct) and use information about the “personal life and wellbeing with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people.\nENG.6.3.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n\n\n","unit":"\"THEME 3\nPERSONAL LIFE & WELL-BEING\"\n\n\n","subject":"\"Sub-themes: mobile phones and their impact on health and social life; personal preferences for films and visual arts\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for mobile phones and their impact on health and social life:\nNouns: Addiction, aid, assistance, bias, anger, anxiety, awareness, convenience, disconnection, disorientation, a follower, helpline, an inbox, necessity, panic, a password, majority, minority, podcasting, remote learning, service provider, privacy, relief, standard of living, surfing, a tension, tiredness, welfare.\nVerbs: To demonstrate, to friend, to preserve, to resist, to isolate, to overcome, to heal, to harm, to trace, to overuse, to regulate, to monitor, to restrict. Adjectives: Addicted, aggressive, anxious, biased, dependent, isolated, unconscious, significant. Adverbs: Increasingly, severely, securely.\nVocabulary for personal preferences for films and visual arts:\nNouns: Animation, cast, classic, genre, masterpiece, performing arts, preview, production, rehe","description":"\"ENG.6.3.L1.\na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “personal life and well-being” by using the relationships that they recognised accurately by looking at the provided realia, pictures,and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.3.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.3.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.3.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.3.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.3.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.6.3.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.3.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.3.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.3.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.3.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their\nrules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.3.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.3.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.6.3.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.3.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.3.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.3.W6.\na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.3.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.3.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.3.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.3.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.3.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.3.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n\n\n"},{"content":"1. Hafta|29 Aralık-04 Ocak|SCHOOL-BASED PLANNING\t\t\t\t\t\t\t\t\t\"ENG.6.3.L1. Students can get ready for the listening/watching-comprehension process for the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” carefully.\nENG.6.3.L2. Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” together through significant details and main components while listening (to)/ watching it.\nENG.6.3.L3. Students can make meaning of/derive meaning from the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through significant details by listening (to)/watching it carefully.\nENG.6.3.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.P1. Students can select and use the target phonological elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.3.R1. Students can get ready for the reading-comprehension process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.R2. Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.3.R3. Students can make meaning of / derive meaning from the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by reading it carefully.\nENG.6.3.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others.\nENG.6.3.V1. Students can select and use the target vocabulary of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.3.G1. Students can select and use the target grammatical elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.3.W1. Students can get ready for the writing-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.W2. Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.W3. Students can organise a content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” based on the model/example provided. unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.3.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people.\nENG.6.3.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others.\nENG.6.3.S1. Students can get ready for speaking-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.S2. Students can use the model/example for producing verbal content about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.S3. Students can organise a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically.\nENG.6.3.S4. Students can construct a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically.\nENG.6.3.S5. Students can reorganise (reconstruct) and use information about the “personal life and wellbeing with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people.\nENG.6.3.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n\n\n","unit":"SCHOOL-BASED PLANNING\t\t\t\t\t\t\t\t\t\"THEME 3\nPERSONAL LIFE & WELL-BEING\"\n\n\n","subject":"SCHOOL-BASED PLANNING\t\t\t\t\t\t\t\t\t\"Sub-themes: mobile phones and their impact on health and social life; personal preferences for films and visual arts\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for mobile phones and their impact on health and social life:\nNouns: Addiction, aid, assistance, bias, anger, anxiety, awareness, convenience, disconnection, disorientation, a follower, helpline, an inbox, necessity, panic, a password, majority, minority, podcasting, remote learning, service provider, privacy, relief, standard of living, surfing, a tension, tiredness, welfare.\nVerbs: To demonstrate, to friend, to preserve, to resist, to isolate, to overcome, to heal, to harm, to trace, to overuse, to regulate, to monitor, to restrict. Adjectives: Addicted, aggressive, anxious, biased, dependent, isolated, unconscious, significant. Adverbs: Increasingly, severely, securely.\nVocabulary for personal preferences for films and visual arts:\nNouns: Animation, cast, classic, genre, masterpiece, performing a","description":"SCHOOL-BASED PLANNING\t\t\t\t\t\t\t\t\t\"ENG.6.3.L1.\na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “personal life and well-being” by using the relationships that they recognised accurately by looking at the provided realia, pictures,and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.3.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.3.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.3.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.3.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.3.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.6.3.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.3.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.3.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.3.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.3.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their\nrules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.3.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.3.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.6.3.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.3.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.3.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.3.W6.\na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.3.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.3.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.3.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.3.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.3.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.3.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n\n\n"},{"content":"2. Hafta|05-11 Ocak|\"ENG.6.3.L1. Students can get ready for the listening/watching-comprehension process for the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” carefully.\nENG.6.3.L2. Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” together through significant details and main components while listening (to)/ watching it.\nENG.6.3.L3. Students can make meaning of/derive meaning from the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through significant details by listening (to)/watching it carefully.\nENG.6.3.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.P1. Students can select and use the target phonological elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.3.R1. Students can get ready for the reading-comprehension process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.R2. Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.3.R3. Students can make meaning of / derive meaning from the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by reading it carefully.\nENG.6.3.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others.\nENG.6.3.V1. Students can select and use the target vocabulary of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.3.G1. Students can select and use the target grammatical elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.3.W1. Students can get ready for the writing-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.W2. Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.W3. Students can organise a content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” based on the model/example provided. unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.3.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people.\nENG.6.3.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others.\nENG.6.3.S1. Students can get ready for speaking-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.S2. Students can use the model/example for producing verbal content about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.\nENG.6.3.S3. Students can organise a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically.\nENG.6.3.S4. Students can construct a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically.\nENG.6.3.S5. Students can reorganise (reconstruct) and use information about the “personal life and wellbeing with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people.\nENG.6.3.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n\n\n","unit":"\"THEME 3\nPERSONAL LIFE & WELL-BEING\"\n\n\n","subject":"\"Sub-themes: mobile phones and their impact on health and social life; personal preferences for films and visual arts\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for mobile phones and their impact on health and social life:\nNouns: Addiction, aid, assistance, bias, anger, anxiety, awareness, convenience, disconnection, disorientation, a follower, helpline, an inbox, necessity, panic, a password, majority, minority, podcasting, remote learning, service provider, privacy, relief, standard of living, surfing, a tension, tiredness, welfare.\nVerbs: To demonstrate, to friend, to preserve, to resist, to isolate, to overcome, to heal, to harm, to trace, to overuse, to regulate, to monitor, to restrict. Adjectives: Addicted, aggressive, anxious, biased, dependent, isolated, unconscious, significant. Adverbs: Increasingly, severely, securely.\nVocabulary for personal preferences for films and visual arts:\nNouns: Animation, cast, classic, genre, masterpiece, performing arts, preview, production, rehe","description":"\"ENG.6.3.L1.\na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “personal life and well-being” by using the relationships that they recognised accurately by looking at the provided realia, pictures,and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.3.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.3.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.3.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.3.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.3.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.6.3.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.3.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.3.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.3.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.3.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their\nrules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.3.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.3.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.6.3.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.3.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.3.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.3.W6.\na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.3.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.3.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.3.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.3.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.3.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.3.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n\n\n"},{"content":"3. Hafta|12-18 Ocak|\"ENG.6.4.L1. Students can get ready for the listening/watching-comprehension process for the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” carefully.\nENG.6.4.L2. Students can bring information about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” together through significant details and main components while listening (to)/watching it.\nENG.6.4.L3. Students can make meaning of/derive meaning from the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” through significant details by listening (to)/watching it carefully.\nENG.6.4.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.P1. Students can select and use the target phonological elements of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others.\nENG.6.4.R1. Students can get ready for the reading-comprehension process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.R2. Students can bring information about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.4.R3. Students can make meaning of / derive meaning from the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” by reading it carefully.\nENG.6.4.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” in relation to themselves or others, both individually and/or with others.\nENG.6.4.V1. Students can select and use the target vocabulary of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.4.G1. Students can select and use the target grammatical elements of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.4.W1. Students can get ready for the writing-expression process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.W2. Students can understand the model/example for the writing task about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.W3. Students can organise a content for the assigned writing task on the current content “family life and home with relationships, problems, and solutions in the family; different families and family houses” based on the model/example provided.\nENG.6.4.W4. Students can individually construct/form content for the assigned writing task on the current content “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people.\nENG.6.4.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” in relation to themselves or others, both individually and/or with others.\nENG.6.4.S1. Students can get ready for speaking-expression process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.S2. Students can use the model/example for producing verbal content about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.S3. Students can organise a new verbal content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” by speaking accurately, efficiently, and authentically.\nENG.6.4.S4. Students can construct a new verbal content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” by speaking accurately, efficiently, and authentically.\nENG.6.4.S5. Students can reorganise (reconstruct) and use information about the “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people.\nENG.6.4.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n","unit":"\"THEME 4\nFAMILY LIFE & HOME\"\n","subject":"\"\"\"Sub-themes: Relationships, problems, and solutions in the family; different families and family houses\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for relationships, problems and solutions in the family:\nRelationships:\nNouns: An acquaintance, an ancestor, a bond, blame, a hug, an identical twin, a mate, patience, a regret, a sibling.\nProblems and solutions:\nNouns: An approval, an attempt, a collapse, a conflict, a controversy, a disagreement, a division, a failure, a misunderstanding, an obstacle, a struggle, a split. Verbs: To abandon, to accuse, to adopt, to acknowledge, to approve, to assess, to blame, to defend, to defeat, to deny, to embrace, to forgive, to hug, to inherit, to\nmaintain, to regret, to satisfy, to socialise, to split, to struggle, to trace, to unite. Adjectives: Attempted, desperate, hopeless, identical, objective, pessimistic, sensitive, sincere, spiritual, subjective, passionate.\nAdverbs: Barely, hopelessly, subjectively. Idiom: to make life difficult (for somebo","description":"\"ENG.6.4.L1. \na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “family life and home” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.4.L2.\na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.4.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.4.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.4.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.4.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.4.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.4.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.4.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.4.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.4.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their\nrules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.4.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.4.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.6.4.W3\na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.4.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.4.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.4.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.4.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.4.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.4.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.4.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.4.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.4.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n"},{"content":"4. Hafta|19-25 Ocak|                SEMESTER","unit":"SEMESTER","subject":"SEMESTER","description":"SEMESTER"},{"content":"5. Hafta|26 Ocak-01 Şubat|SEMESTER","unit":"SEMESTER","subject":"SEMESTER","description":"SEMESTER"},{"content":"1. Hafta|02-08 Şubat|                 \"ENG.6.4.L1. Students can get ready for the listening/watching-comprehension process for the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” carefully.\nENG.6.4.L2. Students can bring information about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” together through significant details and main components while listening (to)/watching it.\nENG.6.4.L3. Students can make meaning of/derive meaning from the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” through significant details by listening (to)/watching it carefully.\nENG.6.4.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.P1. Students can select and use the target phonological elements of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others.\nENG.6.4.R1. Students can get ready for the reading-comprehension process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.R2. Students can bring information about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.4.R3. Students can make meaning of / derive meaning from the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” by reading it carefully.\nENG.6.4.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” in relation to themselves or others, both individually and/or with others.\nENG.6.4.V1. Students can select and use the target vocabulary of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.4.G1. Students can select and use the target grammatical elements of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.4.W1. Students can get ready for the writing-expression process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.W2. Students can understand the model/example for the writing task about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.W3. Students can organise a content for the assigned writing task on the current content “family life and home with relationships, problems, and solutions in the family; different families and family houses” based on the model/example provided.\nENG.6.4.W4. Students can individually construct/form content for the assigned writing task on the current content “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people.\nENG.6.4.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” in relation to themselves or others, both individually and/or with others.\nENG.6.4.S1. Students can get ready for speaking-expression process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.S2. Students can use the model/example for producing verbal content about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.S3. Students can organise a new verbal content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” by speaking accurately, efficiently, and authentically.\nENG.6.4.S4. Students can construct a new verbal content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” by speaking accurately, efficiently, and authentically.\nENG.6.4.S5. Students can reorganise (reconstruct) and use information about the “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people.\nENG.6.4.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n\n\n\n\n","unit":"\"THEME 4\nFAMILY LIFE & HOME\"\n\n\n\n\n","subject":"\"Sub-themes: Relationships, problems, and solutions in the family; different families and family houses\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for relationships, problems and solutions in the family:\nRelationships:\nNouns: An acquaintance, an ancestor, a bond, blame, a hug, an identical twin, a mate, patience, a regret, a sibling.\nProblems and solutions:\nNouns: An approval, an attempt, a collapse, a conflict, a controversy, a disagreement, a division, a failure, a misunderstanding, an obstacle, a struggle, a split. Verbs: To abandon, to accuse, to adopt, to acknowledge, to approve, to assess, to blame, to defend, to defeat, to deny, to embrace, to forgive, to hug, to inherit, to\nmaintain, to regret, to satisfy, to socialise, to split, to struggle, to trace, to unite. Adjectives: Attempted, desperate, hopeless, identical, objective, pessimistic, sensitive, sincere, spiritual, subjective, passionate.\nAdverbs: Barely, hopelessly, subjectively. Idiom: to make life difficult (for somebody","description":"\"ENG.6.4.L1. \na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “family life and home” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.4.L2.\na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.4.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.4.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.4.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.4.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.4.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.4.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.4.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.4.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.4.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their\nrules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.4.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.4.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.6.4.W3\na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.4.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.4.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.4.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.4.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.4.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.4.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.4.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.4.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.4.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n\n\n\n\n"},{"content":"2. Hafta|09-15 Şubat|                 \"ENG.6.4.L1. Students can get ready for the listening/watching-comprehension process for the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” carefully.\nENG.6.4.L2. Students can bring information about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” together through significant details and main components while listening (to)/watching it.\nENG.6.4.L3. Students can make meaning of/derive meaning from the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” through significant details by listening (to)/watching it carefully.\nENG.6.4.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.P1. Students can select and use the target phonological elements of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others.\nENG.6.4.R1. Students can get ready for the reading-comprehension process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.R2. Students can bring information about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.4.R3. Students can make meaning of / derive meaning from the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” by reading it carefully.\nENG.6.4.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” in relation to themselves or others, both individually and/or with others.\nENG.6.4.V1. Students can select and use the target vocabulary of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.4.G1. Students can select and use the target grammatical elements of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.4.W1. Students can get ready for the writing-expression process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.W2. Students can understand the model/example for the writing task about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.W3. Students can organise a content for the assigned writing task on the current content “family life and home with relationships, problems, and solutions in the family; different families and family houses” based on the model/example provided.\nENG.6.4.W4. Students can individually construct/form content for the assigned writing task on the current content “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people.\nENG.6.4.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” in relation to themselves or others, both individually and/or with others.\nENG.6.4.S1. Students can get ready for speaking-expression process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.S2. Students can use the model/example for producing verbal content about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.S3. Students can organise a new verbal content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” by speaking accurately, efficiently, and authentically.\nENG.6.4.S4. Students can construct a new verbal content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” by speaking accurately, efficiently, and authentically.\nENG.6.4.S5. Students can reorganise (reconstruct) and use information about the “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people.\nENG.6.4.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n\n\n\n\n","unit":"\"THEME 4\nFAMILY LIFE & HOME\"\n\n\n\n\n","subject":"\"Sub-themes: Relationships, problems, and solutions in the family; different families and family houses\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for relationships, problems and solutions in the family:\nRelationships:\nNouns: An acquaintance, an ancestor, a bond, blame, a hug, an identical twin, a mate, patience, a regret, a sibling.\nProblems and solutions:\nNouns: An approval, an attempt, a collapse, a conflict, a controversy, a disagreement, a division, a failure, a misunderstanding, an obstacle, a struggle, a split. Verbs: To abandon, to accuse, to adopt, to acknowledge, to approve, to assess, to blame, to defend, to defeat, to deny, to embrace, to forgive, to hug, to inherit, to\nmaintain, to regret, to satisfy, to socialise, to split, to struggle, to trace, to unite. Adjectives: Attempted, desperate, hopeless, identical, objective, pessimistic, sensitive, sincere, spiritual, subjective, passionate.\nAdverbs: Barely, hopelessly, subjectively. Idiom: to make life difficult (for somebody","description":"\"ENG.6.4.L1. \na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “family life and home” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.4.L2.\na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.4.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.4.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.4.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.4.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.4.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.4.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.4.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.4.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.4.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their\nrules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.4.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.4.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.6.4.W3\na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.4.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.4.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.4.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.4.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.4.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.4.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.4.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.4.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.4.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n\n\n\n\n"},{"content":"3. Hafta|16-22 Şubat|                 \"ENG.6.4.L1. Students can get ready for the listening/watching-comprehension process for the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” carefully.\nENG.6.4.L2. Students can bring information about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” together through significant details and main components while listening (to)/watching it.\nENG.6.4.L3. Students can make meaning of/derive meaning from the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” through significant details by listening (to)/watching it carefully.\nENG.6.4.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.P1. Students can select and use the target phonological elements of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others.\nENG.6.4.R1. Students can get ready for the reading-comprehension process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.R2. Students can bring information about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.4.R3. Students can make meaning of / derive meaning from the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” by reading it carefully.\nENG.6.4.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” in relation to themselves or others, both individually and/or with others.\nENG.6.4.V1. Students can select and use the target vocabulary of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.4.G1. Students can select and use the target grammatical elements of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.4.W1. Students can get ready for the writing-expression process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.W2. Students can understand the model/example for the writing task about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.W3. Students can organise a content for the assigned writing task on the current content “family life and home with relationships, problems, and solutions in the family; different families and family houses” based on the model/example provided.\nENG.6.4.W4. Students can individually construct/form content for the assigned writing task on the current content “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people.\nENG.6.4.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” in relation to themselves or others, both individually and/or with others.\nENG.6.4.S1. Students can get ready for speaking-expression process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.S2. Students can use the model/example for producing verbal content about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.\nENG.6.4.S3. Students can organise a new verbal content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” by speaking accurately, efficiently, and authentically.\nENG.6.4.S4. Students can construct a new verbal content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” by speaking accurately, efficiently, and authentically.\nENG.6.4.S5. Students can reorganise (reconstruct) and use information about the “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people.\nENG.6.4.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n\n\n\n\n","unit":"\"THEME 4\nFAMILY LIFE & HOME\"\n\n\n\n\n","subject":"\"Sub-themes: Relationships, problems, and solutions in the family; different families and family houses\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for relationships, problems and solutions in the family:\nRelationships:\nNouns: An acquaintance, an ancestor, a bond, blame, a hug, an identical twin, a mate, patience, a regret, a sibling.\nProblems and solutions:\nNouns: An approval, an attempt, a collapse, a conflict, a controversy, a disagreement, a division, a failure, a misunderstanding, an obstacle, a struggle, a split. Verbs: To abandon, to accuse, to adopt, to acknowledge, to approve, to assess, to blame, to defend, to defeat, to deny, to embrace, to forgive, to hug, to inherit, to\nmaintain, to regret, to satisfy, to socialise, to split, to struggle, to trace, to unite. Adjectives: Attempted, desperate, hopeless, identical, objective, pessimistic, sensitive, sincere, spiritual, subjective, passionate.\nAdverbs: Barely, hopelessly, subjectively. Idiom: to make life difficult (for somebody","description":"\"ENG.6.4.L1. \na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “family life and home” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.4.L2.\na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.4.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.4.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.4.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.4.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.4.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.4.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.4.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.4.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.4.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their\nrules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.4.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.4.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.6.4.W3\na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.4.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.4.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.4.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.4.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.4.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.4.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.4.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.4.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.4.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n\n\n\n\n"},{"content":"4. Hafta|23 Şubat-01 Mart|                 \"ENG.6.5.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” carefully.\nENG.6.5.L2. Students can bring information about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” together through significant details and main components while listening (to)/ watching it.\nENG.6.5.L3. Students can make meaning of/derive meaning from the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” through significant details by listening (to)/watching it carefully.\nENG.6.5.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.\nENG.6.5.P1. Students can select and use the target phonological elements of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.5.R1. Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.\nENG.6.5.R2. Students can bring information about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.5.R3. Students can make meaning of / derive meaning from the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by reading it carefully.\nENG.6.5.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading comprehension process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” in relation to themselves or others, both individually and/or with others.\nENG.6.5.V1. Students can select and use the target vocabulary of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.5.G1. Students can select and use the target grammatical elements of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. analysing, and thinking about their rules.\nENG.6.5.W1. Students can get ready for the writing-expression process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.\nENG.6.5.W2. Students can understand the model/example for the writing task about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.\nENG.6.5.W3. Students can organise a content for the assigned writing task on the current content “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” based on the model/example provided.\nENG.6.5.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.\nENG.6.5.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people.\nENG.6.5.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing- expression process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas in relation to themselves or others,  both individually and/or with others.\nENG.6.5.S1. Students can get ready for speaking-expression process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.\nENG.6.5.S2. Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”\nENG.6.5.S3. Students can organise a new verbal content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by speaking accurately, efficiently, and authentically.\nENG.6.5.S4. Students can construct a new verbal content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by speaking accurately, efficiently, and authentically.\nENG.6.5.S5. Students can reorganise (reconstruct) and use information about the “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people.\nENG.6.5.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n\n\n\n\n","unit":"\"THEME 5\nLIFE IN THE NEIGHBOURHOOD, CITY & SOCIAL LIFE\"\n\n\n\n\n","subject":"\"Sub-themes: Different lifestyles in the city and rural areas; sports events in the city and rural areas\nTarget vocabulary in use (with revisional vocabulary):\nVocabulary for different lifestyles in the city and rural areas:\nNouns: A boost, a citizen, a civilisation, capacity, a delivery, diversity, a resort, a zone, wildlife, a downtown, an occupation, an opera, a territory, freedom, wealth, transportation, an urban, a suburb. Verbs: To decrease, to boost.\nVocabulary for rural areas: Nouns: Agriculture, cornfield, crop, food chain, greenhouse, pesticide, straw, sunflower, vet, wheat. Adjectives: Genetically modified, organic, civil, industrial, regional, rural, downtown, distinct, nearby, sufficient, distant, domestic, automatic, sustainable, extensive, useless. Adverbs: Downtown.\nVocabulary for sports events in the city and rural areas:\nNouns: Aerobics, an attachment, an administration, an attempt, a biker, bungee jumping, a league, a championship, marathon, a motor racing, an obstacle, a semi-final, a spec","description":"\"ENG.6.5.L1.\na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in the neighbourhood, city and social life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.5.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.5.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.5.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.5.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when theyare heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.5.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.5.R2.\na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.5.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.5.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.5.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.5.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.5.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.5.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.6.5.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.5.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.5.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.5.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.5.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.5.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.5.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.5.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.5.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.5.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n\n\n\n\n"},{"content":"1. Hafta|02-08 Mart|                 \"ENG.6.5.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” carefully.\nENG.6.5.L2. Students can bring information about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” together through significant details and main components while listening (to)/ watching it.\nENG.6.5.L3. Students can make meaning of/derive meaning from the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” through significant details by listening (to)/watching it carefully.\nENG.6.5.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.\nENG.6.5.P1. Students can select and use the target phonological elements of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.5.R1. Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.\nENG.6.5.R2. Students can bring information about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.5.R3. Students can make meaning of / derive meaning from the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by reading it carefully.\nENG.6.5.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading comprehension process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” in relation to themselves or others, both individually and/or with others.\nENG.6.5.V1. Students can select and use the target vocabulary of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.5.G1. Students can select and use the target grammatical elements of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. analysing, and thinking about their rules.\nENG.6.5.W1. Students can get ready for the writing-expression process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.\nENG.6.5.W2. Students can understand the model/example for the writing task about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.\nENG.6.5.W3. Students can organise a content for the assigned writing task on the current content “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” based on the model/example provided.\nENG.6.5.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.\nENG.6.5.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people.\nENG.6.5.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing- expression process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas in relation to themselves or others,  both individually and/or with others.\nENG.6.5.S1. Students can get ready for speaking-expression process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.\nENG.6.5.S2. Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”\nENG.6.5.S3. Students can organise a new verbal content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by speaking accurately, efficiently, and authentically.\nENG.6.5.S4. Students can construct a new verbal content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by speaking accurately, efficiently, and authentically.\nENG.6.5.S5. Students can reorganise (reconstruct) and use information about the “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people.\nENG.6.5.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n\n\n\n\n","unit":"\"THEME 5\nLIFE IN THE NEIGHBOURHOOD, CITY & SOCIAL LIFE\"\n\n\n\n\n","subject":"\"Sub-themes: Different lifestyles in the city and rural areas; sports events in the city and rural areas\nTarget vocabulary in use (with revisional vocabulary):\nVocabulary for different lifestyles in the city and rural areas:\nNouns: A boost, a citizen, a civilisation, capacity, a delivery, diversity, a resort, a zone, wildlife, a downtown, an occupation, an opera, a territory, freedom, wealth, transportation, an urban, a suburb. Verbs: To decrease, to boost.\nVocabulary for rural areas: Nouns: Agriculture, cornfield, crop, food chain, greenhouse, pesticide, straw, sunflower, vet, wheat. Adjectives: Genetically modified, organic, civil, industrial, regional, rural, downtown, distinct, nearby, sufficient, distant, domestic, automatic, sustainable, extensive, useless. Adverbs: Downtown.\nVocabulary for sports events in the city and rural areas:\nNouns: Aerobics, an attachment, an administration, an attempt, a biker, bungee jumping, a league, a championship, marathon, a motor racing, an obstacle, a semi-final, a spec","description":"\"ENG.6.5.L1.\na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in the neighbourhood, city and social life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.5.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.5.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.5.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.5.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when theyare heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.5.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.5.R2.\na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.5.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.5.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.5.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.5.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.5.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.5.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.6.5.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.5.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.5.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.5.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.5.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.5.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.5.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.5.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.5.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.5.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n\n\n\n\n"},{"content":"2. Hafta|09-15 Mart|                 \"ENG.6.5.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” carefully.\nENG.6.5.L2. Students can bring information about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” together through significant details and main components while listening (to)/ watching it.\nENG.6.5.L3. Students can make meaning of/derive meaning from the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” through significant details by listening (to)/watching it carefully.\nENG.6.5.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.\nENG.6.5.P1. Students can select and use the target phonological elements of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.5.R1. Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.\nENG.6.5.R2. Students can bring information about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.5.R3. Students can make meaning of / derive meaning from the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by reading it carefully.\nENG.6.5.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading comprehension process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” in relation to themselves or others, both individually and/or with others.\nENG.6.5.V1. Students can select and use the target vocabulary of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.5.G1. Students can select and use the target grammatical elements of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. analysing, and thinking about their rules.\nENG.6.5.W1. Students can get ready for the writing-expression process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.\nENG.6.5.W2. Students can understand the model/example for the writing task about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.\nENG.6.5.W3. Students can organise a content for the assigned writing task on the current content “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” based on the model/example provided.\nENG.6.5.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.\nENG.6.5.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people.\nENG.6.5.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing- expression process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas in relation to themselves or others,  both individually and/or with others.\nENG.6.5.S1. Students can get ready for speaking-expression process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.\nENG.6.5.S2. Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”\nENG.6.5.S3. Students can organise a new verbal content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by speaking accurately, efficiently, and authentically.\nENG.6.5.S4. Students can construct a new verbal content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by speaking accurately, efficiently, and authentically.\nENG.6.5.S5. Students can reorganise (reconstruct) and use information about the “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people.\nENG.6.5.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n\n\n\n\n","unit":"\"THEME 5\nLIFE IN THE NEIGHBOURHOOD, CITY & SOCIAL LIFE\"\n\n\n\n\n","subject":"\"Sub-themes: Different lifestyles in the city and rural areas; sports events in the city and rural areas\nTarget vocabulary in use (with revisional vocabulary):\nVocabulary for different lifestyles in the city and rural areas:\nNouns: A boost, a citizen, a civilisation, capacity, a delivery, diversity, a resort, a zone, wildlife, a downtown, an occupation, an opera, a territory, freedom, wealth, transportation, an urban, a suburb. Verbs: To decrease, to boost.\nVocabulary for rural areas: Nouns: Agriculture, cornfield, crop, food chain, greenhouse, pesticide, straw, sunflower, vet, wheat. Adjectives: Genetically modified, organic, civil, industrial, regional, rural, downtown, distinct, nearby, sufficient, distant, domestic, automatic, sustainable, extensive, useless. Adverbs: Downtown.\nVocabulary for sports events in the city and rural areas:\nNouns: Aerobics, an attachment, an administration, an attempt, a biker, bungee jumping, a league, a championship, marathon, a motor racing, an obstacle, a semi-final, a spec","description":"\"ENG.6.5.L1.\na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in the neighbourhood, city and social life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.5.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.5.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.5.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.5.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when theyare heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.5.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.5.R2.\na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.5.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.5.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.5.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.5.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.5.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.5.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.6.5.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.5.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.5.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.5.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.5.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.5.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.5.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.5.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.5.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.5.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n\n\n\n\n"},{"content":"3. Hafta|16-22 Mart|                 SECOND MIDTERM BREAK","unit":"SECOND MIDTERM BREAK","subject":"SECOND MIDTERM BREAK","description":"SECOND MIDTERM BREAK"},{"content":"4. Hafta|23-29 Mart|                 EID-AL-FITR :  19-20-21-22 March\nSCHOOL BASED PLANNING\t\n\"ENG.6.5.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” carefully.\nENG.6.5.L2. Students can bring information about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” together through significant details and main components while listening (to)/ watching it.\nENG.6.5.L3. Students can make meaning of/derive meaning from the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” through significant details by listening (to)/watching it carefully.\nENG.6.5.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.\nENG.6.5.P1. Students can select and use the target phonological elements of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.5.R1. Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.\nENG.6.5.R2. Students can bring information about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.5.R3. Students can make meaning of / derive meaning from the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by reading it carefully.\nENG.6.5.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading comprehension process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” in relation to themselves or others, both individually and/or with others.\nENG.6.5.V1. Students can select and use the target vocabulary of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.5.G1. Students can select and use the target grammatical elements of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. analysing, and thinking about their rules.\nENG.6.5.W1. Students can get ready for the writing-expression process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.\nENG.6.5.W2. Students can understand the model/example for the writing task about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.\nENG.6.5.W3. Students can organise a content for the assigned writing task on the current content “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” based on the model/example provided.\nENG.6.5.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.\nENG.6.5.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people.\nENG.6.5.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing- expression process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas in relation to themselves or others,  both individually and/or with others.\nENG.6.5.S1. Students can get ready for speaking-expression process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.\nENG.6.5.S2. Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”\nENG.6.5.S3. Students can organise a new verbal content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by speaking accurately, efficiently, and authentically.\nENG.6.5.S4. Students can construct a new verbal content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by speaking accurately, efficiently, and authentically.\nENG.6.5.S5. Students can reorganise (reconstruct) and use information about the “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people.\nENG.6.5.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n\t\t\t\t\t\t\t\t","unit":"EID-AL-FITR :  19-20-21-22 March\nSCHOOL BASED PLANNING\t\t\n\"THEME 5\nLIFE IN THE NEIGHBOURHOOD, CITY & SOCIAL LIFE\"\n\t\t\t\t\t\t\t","subject":"EID-AL-FITR :  19-20-21-22 March\nSCHOOL BASED PLANNING\t\t\t\t\t\t\t\t\t\n\"Sub-themes: Different lifestyles in the city and rural areas; sports events in the city and rural areas\nTarget vocabulary in use (with revisional vocabulary):\nVocabulary for different lifestyles in the city and rural areas:\nNouns: A boost, a citizen, a civilisation, capacity, a delivery, diversity, a resort, a zone, wildlife, a downtown, an occupation, an opera, a territory, freedom, wealth, transportation, an urban, a suburb. Verbs: To decrease, to boost.\nVocabulary for rural areas: Nouns: Agriculture, cornfield, crop, food chain, greenhouse, pesticide, straw, sunflower, vet, wheat. Adjectives: Genetically modified, organic, civil, industrial, regional, rural, downtown, distinct, nearby, sufficient, distant, domestic, automatic, sustainable, extensive, useless. Adverbs: Downtown.\nVocabulary for sports events in the city and rural areas:\nNouns: Aerobics, an attachment, an administration, an attempt, a biker, bungee jumping, a league, a champions","description":"EID-AL-FITR :  19-20-21-22 March\nSCHOOL BASED PLANNING\t\n\"ENG.6.5.L1.\na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in the neighbourhood, city and social life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.5.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.5.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.5.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.5.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when theyare heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.5.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.5.R2.\na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.5.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.5.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.5.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.5.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.5.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.5.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.6.5.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.5.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.5.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.5.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.5.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.5.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.5.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.5.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.5.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.5.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n\t\t\t\t\t\t\t\t"},{"content":"1. Hafta|30 Mart-05 Nisan|                 \"ENG.6.6.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” carefully.\nENG.6.6.L2. Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” together through significant details and main components while listening (to)/watching it.\nENG.6.6.L3. Students can make meaning of/derive meaning from the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through significant details by listening (to)/watching it carefully.\nENG.6.6.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”\nENG.6.6.P1. Students can select and use the target phonological elements of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.6.R1. Students can get ready for the reading-comprehension process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.\nENG.6.6.R2. Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.6.R3. Students can make meaning of / derive meaning from the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by reading it carefully.\nENG.6.6.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” in relation to themselves or others, both individually and/or with others.\nENG.6.6.V1. Students can select and use the target vocabulary of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.6.G1. Students can select and use the target grammatical elements of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.6.W1. Students can get ready for the writing-expression process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.\nENG.6.6.W2. Students can understand the model/example for the writing task about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.\nENG.6.6.W3. Students can organise a content for the assigned writing task on the current content “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” based on the model/example provided.\nENG.6.6.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.\nENG.6.6.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people.\nENG.6.6.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” in relation to themselves or others, both individually and/or with others.\nENG.6.6.S1. Students can get ready for speaking-expression process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.\nENG.6.6.S2. Students can use the model/example for producing verbal content about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.\nENG.6.6.S3. Students can organise a new verbal content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by speaking accurately, efficiently, and authentically.\nENG.6.6.S4. Students can construct a new verbal content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by speaking accurately, efficiently, and authentically.\nENG.6.6.S5. Students can reorganise (reconstruct) and use information about the “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people.\nENG.6.6.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n\n\n\n","unit":"\"THEME 6\nLIFE IN THE WORLD & CULTURE\"\n\n\n\n","subject":"\"Sub-themes: Personal habits and routines for food; different local and international food types and cooking styles\nTarget vocabulary in use (and revisional vocabulary):\nVocabulary for personal habits and routines for food:\nNouns: A bunch, carb, carbohydrate, a cell, a chopstick, a counter, a cuisine, an eating disorder, a fryer, a gramme (gram-AmE), a litre, mineral, a mixer, a mug, nutrition, obesity, a portion, a grocery, a tendency, consumption, a pizzeria, a portion, protein, pudding, roast, a self-service, a server, spoonful, a supper, takeaway, a teaspoon, a toaster, a vitamin, steam. Verbs: To starve, to chop, to flavour, to grill, to heat up, to peel, to reserve. Adjectives: Acceptable, bitter, cheesy, dietary, eat-in, juicy, lean, low-fat, nutritious, organic, pure, self-service, sour, tough, visible. Adverbs: Nowadays, sufficiently.\nVocabulary for different local and international food types and cooking styles:\nNouns: A bagel, a baguette, baked beans, beefsteak, broccoli, chilli, courgette (zucchin","description":"\"ENG.6.6.L1. \na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in the world and culture” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.6.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content\nby listening (to) and watching it again in a careful manner. ENG.6.6.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.6.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.6.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.6.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.6.R2\na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.6.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.6.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.6.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.6.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the useof target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.6.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.6.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\nENG.6.6.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.6.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.6.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.6.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.6.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.6.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.6.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.6.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.6.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.6.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n\n\n\n"},{"content":"2. Hafta|06-12 Nisan|                 \"ENG.6.6.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” carefully.\nENG.6.6.L2. Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” together through significant details and main components while listening (to)/watching it.\nENG.6.6.L3. Students can make meaning of/derive meaning from the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through significant details by listening (to)/watching it carefully.\nENG.6.6.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”\nENG.6.6.P1. Students can select and use the target phonological elements of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.6.R1. Students can get ready for the reading-comprehension process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.\nENG.6.6.R2. Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.6.R3. Students can make meaning of / derive meaning from the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by reading it carefully.\nENG.6.6.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” in relation to themselves or others, both individually and/or with others.\nENG.6.6.V1. Students can select and use the target vocabulary of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.6.G1. Students can select and use the target grammatical elements of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.6.W1. Students can get ready for the writing-expression process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.\nENG.6.6.W2. Students can understand the model/example for the writing task about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.\nENG.6.6.W3. Students can organise a content for the assigned writing task on the current content “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” based on the model/example provided.\nENG.6.6.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.\nENG.6.6.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people.\nENG.6.6.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” in relation to themselves or others, both individually and/or with others.\nENG.6.6.S1. Students can get ready for speaking-expression process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.\nENG.6.6.S2. Students can use the model/example for producing verbal content about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.\nENG.6.6.S3. Students can organise a new verbal content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by speaking accurately, efficiently, and authentically.\nENG.6.6.S4. Students can construct a new verbal content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by speaking accurately, efficiently, and authentically.\nENG.6.6.S5. Students can reorganise (reconstruct) and use information about the “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people.\nENG.6.6.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n\n\n\n","unit":"\"THEME 6\nLIFE IN THE WORLD & CULTURE\"\n\n\n\n","subject":"\"Sub-themes: Personal habits and routines for food; different local and international food types and cooking styles\nTarget vocabulary in use (and revisional vocabulary):\nVocabulary for personal habits and routines for food:\nNouns: A bunch, carb, carbohydrate, a cell, a chopstick, a counter, a cuisine, an eating disorder, a fryer, a gramme (gram-AmE), a litre, mineral, a mixer, a mug, nutrition, obesity, a portion, a grocery, a tendency, consumption, a pizzeria, a portion, protein, pudding, roast, a self-service, a server, spoonful, a supper, takeaway, a teaspoon, a toaster, a vitamin, steam. Verbs: To starve, to chop, to flavour, to grill, to heat up, to peel, to reserve. Adjectives: Acceptable, bitter, cheesy, dietary, eat-in, juicy, lean, low-fat, nutritious, organic, pure, self-service, sour, tough, visible. Adverbs: Nowadays, sufficiently.\nVocabulary for different local and international food types and cooking styles:\nNouns: A bagel, a baguette, baked beans, beefsteak, broccoli, chilli, courgette (zucchin","description":"\"ENG.6.6.L1. \na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in the world and culture” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.6.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content\nby listening (to) and watching it again in a careful manner. ENG.6.6.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.6.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.6.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.6.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.6.R2\na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.6.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.6.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.6.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.6.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the useof target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.6.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.6.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\nENG.6.6.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.6.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.6.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.6.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.6.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.6.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.6.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.6.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.6.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.6.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n\n\n\n"},{"content":"3. Hafta|13-19 Nisan|                 \"ENG.6.6.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” carefully.\nENG.6.6.L2. Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” together through significant details and main components while listening (to)/watching it.\nENG.6.6.L3. Students can make meaning of/derive meaning from the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through significant details by listening (to)/watching it carefully.\nENG.6.6.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”\nENG.6.6.P1. Students can select and use the target phonological elements of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.6.R1. Students can get ready for the reading-comprehension process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.\nENG.6.6.R2. Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.6.R3. Students can make meaning of / derive meaning from the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by reading it carefully.\nENG.6.6.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” in relation to themselves or others, both individually and/or with others.\nENG.6.6.V1. Students can select and use the target vocabulary of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.6.G1. Students can select and use the target grammatical elements of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.6.W1. Students can get ready for the writing-expression process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.\nENG.6.6.W2. Students can understand the model/example for the writing task about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.\nENG.6.6.W3. Students can organise a content for the assigned writing task on the current content “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” based on the model/example provided.\nENG.6.6.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.\nENG.6.6.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people.\nENG.6.6.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” in relation to themselves or others, both individually and/or with others.\nENG.6.6.S1. Students can get ready for speaking-expression process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.\nENG.6.6.S2. Students can use the model/example for producing verbal content about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.\nENG.6.6.S3. Students can organise a new verbal content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by speaking accurately, efficiently, and authentically.\nENG.6.6.S4. Students can construct a new verbal content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by speaking accurately, efficiently, and authentically.\nENG.6.6.S5. Students can reorganise (reconstruct) and use information about the “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people.\nENG.6.6.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n\n\n\n","unit":"\"THEME 6\nLIFE IN THE WORLD & CULTURE\"\n\n\n\n","subject":"\"Sub-themes: Personal habits and routines for food; different local and international food types and cooking styles\nTarget vocabulary in use (and revisional vocabulary):\nVocabulary for personal habits and routines for food:\nNouns: A bunch, carb, carbohydrate, a cell, a chopstick, a counter, a cuisine, an eating disorder, a fryer, a gramme (gram-AmE), a litre, mineral, a mixer, a mug, nutrition, obesity, a portion, a grocery, a tendency, consumption, a pizzeria, a portion, protein, pudding, roast, a self-service, a server, spoonful, a supper, takeaway, a teaspoon, a toaster, a vitamin, steam. Verbs: To starve, to chop, to flavour, to grill, to heat up, to peel, to reserve. Adjectives: Acceptable, bitter, cheesy, dietary, eat-in, juicy, lean, low-fat, nutritious, organic, pure, self-service, sour, tough, visible. Adverbs: Nowadays, sufficiently.\nVocabulary for different local and international food types and cooking styles:\nNouns: A bagel, a baguette, baked beans, beefsteak, broccoli, chilli, courgette (zucchin","description":"\"ENG.6.6.L1. \na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in the world and culture” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.6.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content\nby listening (to) and watching it again in a careful manner. ENG.6.6.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.6.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.6.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.6.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.6.R2\na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.6.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.6.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.6.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.6.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the useof target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.6.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.6.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\nENG.6.6.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.6.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.6.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.6.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.6.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.6.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.6.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.6.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.6.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.6.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n\n\n\n"},{"content":"4. Hafta|20-26 Nisan|                 \"ENG.6.6.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” carefully.\nENG.6.6.L2. Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” together through significant details and main components while listening (to)/watching it.\nENG.6.6.L3. Students can make meaning of/derive meaning from the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through significant details by listening (to)/watching it carefully.\nENG.6.6.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”\nENG.6.6.P1. Students can select and use the target phonological elements of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.6.R1. Students can get ready for the reading-comprehension process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.\nENG.6.6.R2. Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.6.R3. Students can make meaning of / derive meaning from the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by reading it carefully.\nENG.6.6.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” in relation to themselves or others, both individually and/or with others.\nENG.6.6.V1. Students can select and use the target vocabulary of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.6.G1. Students can select and use the target grammatical elements of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.6.W1. Students can get ready for the writing-expression process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.\nENG.6.6.W2. Students can understand the model/example for the writing task about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.\nENG.6.6.W3. Students can organise a content for the assigned writing task on the current content “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” based on the model/example provided.\nENG.6.6.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.\nENG.6.6.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people.\nENG.6.6.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” in relation to themselves or others, both individually and/or with others.\nENG.6.6.S1. Students can get ready for speaking-expression process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.\nENG.6.6.S2. Students can use the model/example for producing verbal content about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.\nENG.6.6.S3. Students can organise a new verbal content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by speaking accurately, efficiently, and authentically.\nENG.6.6.S4. Students can construct a new verbal content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by speaking accurately, efficiently, and authentically.\nENG.6.6.S5. Students can reorganise (reconstruct) and use information about the “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people.\nENG.6.6.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n\n\n\n","unit":"\"THEME 6\nLIFE IN THE WORLD & CULTURE\"\n\n\n\n","subject":"\"Sub-themes: Personal habits and routines for food; different local and international food types and cooking styles\nTarget vocabulary in use (and revisional vocabulary):\nVocabulary for personal habits and routines for food:\nNouns: A bunch, carb, carbohydrate, a cell, a chopstick, a counter, a cuisine, an eating disorder, a fryer, a gramme (gram-AmE), a litre, mineral, a mixer, a mug, nutrition, obesity, a portion, a grocery, a tendency, consumption, a pizzeria, a portion, protein, pudding, roast, a self-service, a server, spoonful, a supper, takeaway, a teaspoon, a toaster, a vitamin, steam. Verbs: To starve, to chop, to flavour, to grill, to heat up, to peel, to reserve. Adjectives: Acceptable, bitter, cheesy, dietary, eat-in, juicy, lean, low-fat, nutritious, organic, pure, self-service, sour, tough, visible. Adverbs: Nowadays, sufficiently.\nVocabulary for different local and international food types and cooking styles:\nNouns: A bagel, a baguette, baked beans, beefsteak, broccoli, chilli, courgette (zucchin","description":"\"ENG.6.6.L1. \na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in the world and culture” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.6.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content\nby listening (to) and watching it again in a careful manner. ENG.6.6.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.6.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.6.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.6.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.6.R2\na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.6.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.6.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.6.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.6.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the useof target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.6.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.6.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\nENG.6.6.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.6.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.6.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.6.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.6.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.6.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.6.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.6.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.6.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.6.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n\n\n\n"},{"content":"5. Hafta|27 Nisan-03 Mayıs|                 \"ENG.6.7.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” carefully.\nENG.6.7.L2. Students can bring information about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their(to)/watching it.\nENG.6.7.L3. Students can make meaning of/derive meaning from the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” through significant details by listening (to)/watching it carefully.\nENG.6.7.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.P1. Students can select and use the target phonological elements of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.7.R1. Students can get ready for the reading-comprehension process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.R2. Students can bring information about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.7.R3. Students can make meaning of / derive meaning from the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by reading it carefully.\nENG.6.7.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others.\nENG.6.7.V1. Students can select and use the target vocabulary of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.7.G1. Students can select and use the target grammatical elements of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.7.W1. Students can get ready for the writing-expression process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.W2. Students can understand the model/example for the writing task about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.W3. Students can organise a content for the assigned writing task on the current content “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” based on the model/example provided.\nENG.6.7.W4. Students can individually construct/form content for the assigned writing task on the current content “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people.\nENG.6.7.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others.\nENG.6.7.S1. Students can get ready for speaking-expression process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.S2. Students can use the model/example for producing verbal content about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.S3. Students can organise a new verbal content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”\nENG.6.7.S4. Students can construct a new verbal content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by speaking accurately, efficiently, and authentically.\nENG.6.7.S5. Students can reorganise (reconstruct) and use information about the “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people.\nENG.6.7.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking expression process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n\n\n\n\n\n\n","unit":"\"THEME 7\nLIFE IN NATURE & GLOBAL PROBLEMS\"\n\n\n\n\n\n\n","subject":"\"Sub-themes: Natural disasters and their harms on animals and nature; natural disasters and their harms on humans\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for natural disasters and their harms on animals and nature:\nNouns: Alternative fuel, biofuel, biome, blizzard, a contaminant, carbon, carbon dioxide, carbon footprint, a clean-up, a climate crisis, climate strike, a conservation area, consumption, destruction, deforestation, drought, ecology, ecosystem, emergency services, erosion, an eruption, energy-saving, an environmentalist, a flame, floodwater, fossil fuel, a green belt, greenhouse gas, a landfill, a landslide, lava, oxygen, polluter, protection, a reserve, a rig, a slide, species, a shock, a tank, thunderstorm, tsunami, typhoon, a wound.\nVerbs: To collapse, to dig, to disturb, to dump, to erupt, to generate, to melt, to reserve, to slide, to wound, to starve, to shock. Adjectives: Absolute, adequate, apparent, eco-friendly, harmful, hydroelectric, nonrenewable, universal, ur","description":"\"ENG.6.7.L1. \na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in nature and global problems” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.7.L2.\na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.7.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.7.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.7.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.7.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.7.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.7.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the\nperception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.7.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.7.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.6.7.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.7.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.7.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\nENG.6.7.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.7.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.7.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.7.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.7.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.7.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.7.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.7.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.7.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.7.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n\n\n\n\n\n\n"},{"content":"1. Hafta|04-10 Mayıs|                 \"ENG.6.7.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” carefully.\nENG.6.7.L2. Students can bring information about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their(to)/watching it.\nENG.6.7.L3. Students can make meaning of/derive meaning from the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” through significant details by listening (to)/watching it carefully.\nENG.6.7.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.P1. Students can select and use the target phonological elements of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.7.R1. Students can get ready for the reading-comprehension process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.R2. Students can bring information about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.7.R3. Students can make meaning of / derive meaning from the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by reading it carefully.\nENG.6.7.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others.\nENG.6.7.V1. Students can select and use the target vocabulary of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.7.G1. Students can select and use the target grammatical elements of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.7.W1. Students can get ready for the writing-expression process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.W2. Students can understand the model/example for the writing task about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.W3. Students can organise a content for the assigned writing task on the current content “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” based on the model/example provided.\nENG.6.7.W4. Students can individually construct/form content for the assigned writing task on the current content “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people.\nENG.6.7.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others.\nENG.6.7.S1. Students can get ready for speaking-expression process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.S2. Students can use the model/example for producing verbal content about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.S3. Students can organise a new verbal content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”\nENG.6.7.S4. Students can construct a new verbal content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by speaking accurately, efficiently, and authentically.\nENG.6.7.S5. Students can reorganise (reconstruct) and use information about the “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people.\nENG.6.7.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking expression process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n\n\n\n\n\n\n","unit":"\"THEME 7\nLIFE IN NATURE & GLOBAL PROBLEMS\"\n\n\n\n\n\n\n","subject":"\"Sub-themes: Natural disasters and their harms on animals and nature; natural disasters and their harms on humans\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for natural disasters and their harms on animals and nature:\nNouns: Alternative fuel, biofuel, biome, blizzard, a contaminant, carbon, carbon dioxide, carbon footprint, a clean-up, a climate crisis, climate strike, a conservation area, consumption, destruction, deforestation, drought, ecology, ecosystem, emergency services, erosion, an eruption, energy-saving, an environmentalist, a flame, floodwater, fossil fuel, a green belt, greenhouse gas, a landfill, a landslide, lava, oxygen, polluter, protection, a reserve, a rig, a slide, species, a shock, a tank, thunderstorm, tsunami, typhoon, a wound.\nVerbs: To collapse, to dig, to disturb, to dump, to erupt, to generate, to melt, to reserve, to slide, to wound, to starve, to shock. Adjectives: Absolute, adequate, apparent, eco-friendly, harmful, hydroelectric, nonrenewable, universal, ur","description":"\"ENG.6.7.L1. \na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in nature and global problems” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.7.L2.\na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.7.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.7.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.7.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.7.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.7.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.7.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the\nperception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.7.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.7.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.6.7.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.7.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.7.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\nENG.6.7.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.7.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.7.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.7.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.7.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.7.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.7.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.7.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.7.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.7.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n\n\n\n\n\n\n"},{"content":"2. Hafta|11-17 Mayıs|                 \"ENG.6.7.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” carefully.\nENG.6.7.L2. Students can bring information about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their(to)/watching it.\nENG.6.7.L3. Students can make meaning of/derive meaning from the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” through significant details by listening (to)/watching it carefully.\nENG.6.7.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.P1. Students can select and use the target phonological elements of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.7.R1. Students can get ready for the reading-comprehension process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.R2. Students can bring information about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.7.R3. Students can make meaning of / derive meaning from the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by reading it carefully.\nENG.6.7.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others.\nENG.6.7.V1. Students can select and use the target vocabulary of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.7.G1. Students can select and use the target grammatical elements of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.7.W1. Students can get ready for the writing-expression process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.W2. Students can understand the model/example for the writing task about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.W3. Students can organise a content for the assigned writing task on the current content “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” based on the model/example provided.\nENG.6.7.W4. Students can individually construct/form content for the assigned writing task on the current content “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people.\nENG.6.7.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others.\nENG.6.7.S1. Students can get ready for speaking-expression process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.S2. Students can use the model/example for producing verbal content about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.S3. Students can organise a new verbal content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”\nENG.6.7.S4. Students can construct a new verbal content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by speaking accurately, efficiently, and authentically.\nENG.6.7.S5. Students can reorganise (reconstruct) and use information about the “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people.\nENG.6.7.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking expression process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n\n\n\n\n\n\n","unit":"\"THEME 7\nLIFE IN NATURE & GLOBAL PROBLEMS\"\n\n\n\n\n\n\n","subject":"\"Sub-themes: Natural disasters and their harms on animals and nature; natural disasters and their harms on humans\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for natural disasters and their harms on animals and nature:\nNouns: Alternative fuel, biofuel, biome, blizzard, a contaminant, carbon, carbon dioxide, carbon footprint, a clean-up, a climate crisis, climate strike, a conservation area, consumption, destruction, deforestation, drought, ecology, ecosystem, emergency services, erosion, an eruption, energy-saving, an environmentalist, a flame, floodwater, fossil fuel, a green belt, greenhouse gas, a landfill, a landslide, lava, oxygen, polluter, protection, a reserve, a rig, a slide, species, a shock, a tank, thunderstorm, tsunami, typhoon, a wound.\nVerbs: To collapse, to dig, to disturb, to dump, to erupt, to generate, to melt, to reserve, to slide, to wound, to starve, to shock. Adjectives: Absolute, adequate, apparent, eco-friendly, harmful, hydroelectric, nonrenewable, universal, ur","description":"\"ENG.6.7.L1. \na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in nature and global problems” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.7.L2.\na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.7.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.7.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.7.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.7.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.7.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.7.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the\nperception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.7.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.7.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.6.7.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.7.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.7.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\nENG.6.7.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.7.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.7.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.7.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.7.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.7.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.7.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.7.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.7.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.7.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n\n\n\n\n\n\n"},{"content":"3. Hafta|18-24 Mayıs|                 \"ENG.6.7.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” carefully.\nENG.6.7.L2. Students can bring information about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their(to)/watching it.\nENG.6.7.L3. Students can make meaning of/derive meaning from the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” through significant details by listening (to)/watching it carefully.\nENG.6.7.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.P1. Students can select and use the target phonological elements of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.7.R1. Students can get ready for the reading-comprehension process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.R2. Students can bring information about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.7.R3. Students can make meaning of / derive meaning from the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by reading it carefully.\nENG.6.7.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others.\nENG.6.7.V1. Students can select and use the target vocabulary of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.7.G1. Students can select and use the target grammatical elements of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.7.W1. Students can get ready for the writing-expression process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.W2. Students can understand the model/example for the writing task about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.W3. Students can organise a content for the assigned writing task on the current content “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” based on the model/example provided.\nENG.6.7.W4. Students can individually construct/form content for the assigned writing task on the current content “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people.\nENG.6.7.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others.\nENG.6.7.S1. Students can get ready for speaking-expression process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.S2. Students can use the model/example for producing verbal content about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.\nENG.6.7.S3. Students can organise a new verbal content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”\nENG.6.7.S4. Students can construct a new verbal content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by speaking accurately, efficiently, and authentically.\nENG.6.7.S5. Students can reorganise (reconstruct) and use information about the “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people.\nENG.6.7.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking expression process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n\n\n\n\n\n\n","unit":"\"THEME 7\nLIFE IN NATURE & GLOBAL PROBLEMS\"\n\n\n\n\n\n\n","subject":"\"Sub-themes: Natural disasters and their harms on animals and nature; natural disasters and their harms on humans\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for natural disasters and their harms on animals and nature:\nNouns: Alternative fuel, biofuel, biome, blizzard, a contaminant, carbon, carbon dioxide, carbon footprint, a clean-up, a climate crisis, climate strike, a conservation area, consumption, destruction, deforestation, drought, ecology, ecosystem, emergency services, erosion, an eruption, energy-saving, an environmentalist, a flame, floodwater, fossil fuel, a green belt, greenhouse gas, a landfill, a landslide, lava, oxygen, polluter, protection, a reserve, a rig, a slide, species, a shock, a tank, thunderstorm, tsunami, typhoon, a wound.\nVerbs: To collapse, to dig, to disturb, to dump, to erupt, to generate, to melt, to reserve, to slide, to wound, to starve, to shock. Adjectives: Absolute, adequate, apparent, eco-friendly, harmful, hydroelectric, nonrenewable, universal, ur","description":"\"ENG.6.7.L1. \na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in nature and global problems” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.7.L2.\na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.7.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.7.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.7.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.7.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.7.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.7.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the\nperception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.7.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.7.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.6.7.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.7.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.7.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\nENG.6.7.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.7.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.7.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.6.7.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.7.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.7.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.7.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.7.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.7.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.7.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n\n\n\n\n\n\n"},{"content":"4. Hafta|25-31 Mayıs|                 EID-AL-ADHA : 26-27-28-29-30 May \t\t\t\t\t\t\t\t\t\t\t","unit":"EID-AL-ADHA : 26-27-28-29-30 May \t\t\t\t\t\t\t\t\t\t\t","subject":"EID-AL-ADHA : 26-27-28-29-30 May \t\t\t\t\t\t\t\t\t\t\t","description":"EID-AL-ADHA : 26-27-28-29-30 May \t\t\t\t\t\t\t\t\t\t\t"},{"content":"1. Hafta|01-07 Haziran|                 SCHOOL BASED PLANNING\t\t\t\t\t\t\t\t\t\"ENG.6.8.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the universe and future with life in the universe; life in the future; space and technology” carefully.\nENG.6.8.L2. Students can bring information about the current content on “life in the universe and future with life in the universe; life in the future; space and technology” together through significant details and main components while listening (to)/watching it.\nENG.6.8.L3. Students can make meaning of/derive meaning from the current content on “life in the universe and future with life in the universe; life in the future; space and technology” through significant details by listening (to)/watching it carefully.\nENG.6.8.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.\nENG.6.8.P1. Students can select and use the target phonological elements of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.8.R1. Students can get ready for the reading-comprehension process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.\nENG.6.8.R2. Students can bring information about the current content on “life in the universe and future with life in the universe; life in the future; space and technology” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.8.R3. Students can make meaning of / derive meaning from the current content about “life in the universe and future with life in the universe; life in the future; space and technology” by reading it carefully.\nENG.6.8.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” in relation to themselves or others, both individually and/or with others.\nENG.6.8.V1. Students can select and use the target vocabulary of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.8.G1. Students can select and use the target grammatical elements of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.8.W1. Students can get ready for the writing-expression process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.\nENG.6.8.W2. Students can understand the model/example for the writing task about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.\nENG.6.8.W3. Students can organise a content for the assigned writing task on the current content “life in the universe and future with life in the universe; life in the future; space and technology” based on the model/example provided.\nENG.6.8.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the universe and future with life in the universe; life in the future; space and technology”.\nENG.6.8.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people.\nENG.6.8.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” in relation to themselves or others,\nENG.6.8.S1. Students can get ready for speaking-expression process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.\nENG.6.8.S2. Students can use the model/example for producing verbal content about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.\nENG.6.8.S3. Students can organise a new verbal content on “life in the universe and future with life in the universe; life in the future; space and technology” by speaking accurately, efficiently, and authentically.\nENG.6.8.S4. Students can construct a new verbal content on “life in the universe and future with life in the universe; life in the future; space and technology” by speaking accurately, efficiently, and authentically.\nENG.6.8.S5. Students can reorganise (reconstruct) and use information about the “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people.\nENG.6.8.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n\n\n\n\n","unit":"SCHOOL BASED PLANNING\t\t\t\t\t\t\t\t\t\"THEME 8\nLIFE IN THE UNIVERSE & FUTURE\"\n\n\n\n\n","subject":"SCHOOL BASED PLANNING\t\t\t\t\t\t\t\t\t\"Sub-themes: life in the universe; life in the future; space and technology\nTarget Vocabulary in Use (with revisional vocabulary):\nNouns: An alien, an asteroid, an astronomer, astronomy, a creature, an estimate, an extreme, galaxy, an imagination, an observation, an orbit, a planet, a proof, a research, a scientist, species, a suspect, a try, a witness, an observer, duration, solar system, a telescope, universe. Verbs: To estimate, to launch, to orbit, to observe, to suspect, to witness, to navigate, to colonise, to transmit. Adjectives: Massive, cosmic, artificial.\nVocabulary for space and technology:\nNouns: An aerospace, an astronaut, bioengineering, a capsule, an exploration, nanotechnology, an observation, a rocket, a satellite, a shadow, a spacecraft, a spaceship, a spaceman, a spacesuit, a spacewalk, a spacewoman, a take-off, a voyage, a wire Verbs: To attempt, to explore, to navigate, to transplant, to\nstimulate, to exceed, to launch. Adjectives: Logical, realistic, reason","description":"SCHOOL BASED PLANNING\t\t\t\t\t\t\t\t\t\"ENG.6.8.L1. \na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in the universe and future” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nENG.6.8.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.8.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.8.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.8.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.8.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.8.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.8.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.8.R4.\na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.8.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.8.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their\nrules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.8.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.8.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.6.8.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.8.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.8.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed\nmeaningful knowledge meaningfully with others.\nENG.6.8.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.8.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.8.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.8.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample\ncontent.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.8.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.8.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.8.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n\n\n\n\n"},{"content":"2. Hafta|08-14 Haziran|                             \"ENG.6.8.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the universe and future with life in the universe; life in the future; space and technology” carefully.\nENG.6.8.L2. Students can bring information about the current content on “life in the universe and future with life in the universe; life in the future; space and technology” together through significant details and main components while listening (to)/watching it.\nENG.6.8.L3. Students can make meaning of/derive meaning from the current content on “life in the universe and future with life in the universe; life in the future; space and technology” through significant details by listening (to)/watching it carefully.\nENG.6.8.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.\nENG.6.8.P1. Students can select and use the target phonological elements of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.8.R1. Students can get ready for the reading-comprehension process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.\nENG.6.8.R2. Students can bring information about the current content on “life in the universe and future with life in the universe; life in the future; space and technology” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.8.R3. Students can make meaning of / derive meaning from the current content about “life in the universe and future with life in the universe; life in the future; space and technology” by reading it carefully.\nENG.6.8.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” in relation to themselves or others, both individually and/or with others.\nENG.6.8.V1. Students can select and use the target vocabulary of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.8.G1. Students can select and use the target grammatical elements of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.8.W1. Students can get ready for the writing-expression process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.\nENG.6.8.W2. Students can understand the model/example for the writing task about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.\nENG.6.8.W3. Students can organise a content for the assigned writing task on the current content “life in the universe and future with life in the universe; life in the future; space and technology” based on the model/example provided.\nENG.6.8.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the universe and future with life in the universe; life in the future; space and technology”.\nENG.6.8.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people.\nENG.6.8.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” in relation to themselves or others,\nENG.6.8.S1. Students can get ready for speaking-expression process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.\nENG.6.8.S2. Students can use the model/example for producing verbal content about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.\nENG.6.8.S3. Students can organise a new verbal content on “life in the universe and future with life in the universe; life in the future; space and technology” by speaking accurately, efficiently, and authentically.\nENG.6.8.S4. Students can construct a new verbal content on “life in the universe and future with life in the universe; life in the future; space and technology” by speaking accurately, efficiently, and authentically.\nENG.6.8.S5. Students can reorganise (reconstruct) and use information about the “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people.\nENG.6.8.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n\n\n\n\n","unit":"\"THEME 8\nLIFE IN THE UNIVERSE & FUTURE\"\n\n\n\n\n","subject":"\"Sub-themes: life in the universe; life in the future; space and technology\nTarget Vocabulary in Use (with revisional vocabulary):\nNouns: An alien, an asteroid, an astronomer, astronomy, a creature, an estimate, an extreme, galaxy, an imagination, an observation, an orbit, a planet, a proof, a research, a scientist, species, a suspect, a try, a witness, an observer, duration, solar system, a telescope, universe. Verbs: To estimate, to launch, to orbit, to observe, to suspect, to witness, to navigate, to colonise, to transmit. Adjectives: Massive, cosmic, artificial.\nVocabulary for space and technology:\nNouns: An aerospace, an astronaut, bioengineering, a capsule, an exploration, nanotechnology, an observation, a rocket, a satellite, a shadow, a spacecraft, a spaceship, a spaceman, a spacesuit, a spacewalk, a spacewoman, a take-off, a voyage, a wire Verbs: To attempt, to explore, to navigate, to transplant, to\nstimulate, to exceed, to launch. Adjectives: Logical, realistic, reasonable, solar, abstract, sustain","description":"\"ENG.6.8.L1. \na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in the universe and future” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nENG.6.8.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.8.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.8.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.8.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.8.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.8.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.8.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.8.R4.\na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.8.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.8.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their\nrules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.8.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.8.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.6.8.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.8.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.8.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed\nmeaningful knowledge meaningfully with others.\nENG.6.8.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.8.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.8.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.8.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample\ncontent.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.8.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.8.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.8.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n\n\n\n\n"},{"content":"3. Hafta|15-21 Haziran|                 \"ENG.6.8.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the universe and future with life in the universe; life in the future; space and technology” carefully.\nENG.6.8.L2. Students can bring information about the current content on “life in the universe and future with life in the universe; life in the future; space and technology” together through significant details and main components while listening (to)/watching it.\nENG.6.8.L3. Students can make meaning of/derive meaning from the current content on “life in the universe and future with life in the universe; life in the future; space and technology” through significant details by listening (to)/watching it carefully.\nENG.6.8.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.\nENG.6.8.P1. Students can select and use the target phonological elements of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.6.8.R1. Students can get ready for the reading-comprehension process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.\nENG.6.8.R2. Students can bring information about the current content on “life in the universe and future with life in the universe; life in the future; space and technology” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.6.8.R3. Students can make meaning of / derive meaning from the current content about “life in the universe and future with life in the universe; life in the future; space and technology” by reading it carefully.\nENG.6.8.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” in relation to themselves or others, both individually and/or with others.\nENG.6.8.V1. Students can select and use the target vocabulary of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.8.G1. Students can select and use the target grammatical elements of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.6.8.W1. Students can get ready for the writing-expression process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.\nENG.6.8.W2. Students can understand the model/example for the writing task about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.\nENG.6.8.W3. Students can organise a content for the assigned writing task on the current content “life in the universe and future with life in the universe; life in the future; space and technology” based on the model/example provided.\nENG.6.8.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the universe and future with life in the universe; life in the future; space and technology”.\nENG.6.8.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people.\nENG.6.8.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” in relation to themselves or others,\nENG.6.8.S1. Students can get ready for speaking-expression process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.\nENG.6.8.S2. Students can use the model/example for producing verbal content about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.\nENG.6.8.S3. Students can organise a new verbal content on “life in the universe and future with life in the universe; life in the future; space and technology” by speaking accurately, efficiently, and authentically.\nENG.6.8.S4. Students can construct a new verbal content on “life in the universe and future with life in the universe; life in the future; space and technology” by speaking accurately, efficiently, and authentically.\nENG.6.8.S5. Students can reorganise (reconstruct) and use information about the “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people.\nENG.6.8.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people in relation to themselves or others, both individually and/or with others.\"\n\n\n\n\n","unit":"\"THEME 8\nLIFE IN THE UNIVERSE & FUTURE\"\n\n\n\n\n","subject":"\"Sub-themes: life in the universe; life in the future; space and technology\nTarget Vocabulary in Use (with revisional vocabulary):\nNouns: An alien, an asteroid, an astronomer, astronomy, a creature, an estimate, an extreme, galaxy, an imagination, an observation, an orbit, a planet, a proof, a research, a scientist, species, a suspect, a try, a witness, an observer, duration, solar system, a telescope, universe. Verbs: To estimate, to launch, to orbit, to observe, to suspect, to witness, to navigate, to colonise, to transmit. Adjectives: Massive, cosmic, artificial.\nVocabulary for space and technology:\nNouns: An aerospace, an astronaut, bioengineering, a capsule, an exploration, nanotechnology, an observation, a rocket, a satellite, a shadow, a spacecraft, a spaceship, a spaceman, a spacesuit, a spacewalk, a spacewoman, a take-off, a voyage, a wire Verbs: To attempt, to explore, to navigate, to transplant, to\nstimulate, to exceed, to launch. Adjectives: Logical, realistic, reasonable, solar, abstract, sustain","description":"\"ENG.6.8.L1. \na) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in the universe and future” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.\nENG.6.8.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.6.8.L3. \na) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.8.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.6.8.P1. \na) Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.8.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.8.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.8.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.8.R4.\na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.8.V1. \na) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.6.8.G1. \na) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their\nrules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.6.8.W1. \na) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.6.8.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.6.8.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.6.8.W4. \na) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.6.8.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed\nmeaningful knowledge meaningfully with others.\nENG.6.8.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.\nENG.6.8.S1. \na) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.6.8.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.6.8.S3. \na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample\ncontent.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.6.8.S4. \na) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.6.8.S5. \na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\nENG.6.8.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n\n\n\n\n"},{"content":"4. Hafta|22-28 Haziran|SOCIAL ACTIVITIES\t\t\t\t\t\t\t\t\t","unit":"SOCIAL ACTIVITIES\t\t\t\t\t\t\t\t\t","subject":"SOCIAL ACTIVITIES\t\t\t\t\t\t\t\t\t","description":"SOCIAL ACTIVITIES\t\t\t\t\t\t\t\t\t"}],"id":"6950fd02b25c7531f79d577e"}