{"_id":"6950fd14b25c7531f79d57b1","outcome_id":"8411","created_at":"2025-12-28T09:49:08.638Z","grade":7,"lesson_code":"ENG","subject":"Çoklu Yabancı Dil İngilizce","updated_at":"2025-12-28T09:51:43.839Z","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.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 with school rules; people, roles, and responsibilities at school; school routines; national days and 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":"REVISION","subject":"\"Vocabulary 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.\nAdjectives: 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, conservation.\nVerbs: To aid, to enhance, to implement, to innovate, to inspire, to obey, to permit, to redesign, to prioritise, to transform, to distract, to encourage. Adjectives: Engaging, motivating, diver","description":"\"ENG.6.1.L1. \na)\tStudents 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)\tStudents identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc)\tStudents 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)\tStudents make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.1.L2. \na)\tStudents comprehend the topic of the current content by listening (to)/watching it as a whole.\nb)\tStudents 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)\tStudents 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)\tStudents make important and necessary classifications in the current content that help them to understand it better with details.\nc)\tStudents make important and necessary comparisons in the current content that help them to understand it better with details.\nd)\tStudents recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne)\tStudents make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf)\tStudents construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng)\tStudents internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.1.L4. \na)\tStudents convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb)\tStudents 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)\tStudents listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb)\tStudents reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc)\tStudents recognise the target phonological elements of the current content when they are heard in different contexts.\nd)\tStudents 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)\tStudents use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.1.R1. \na)\tStudents activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb)\tStudents recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc)\tStudents making significant preliminary predictions about the current content based on recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.1.R2. \na)\tStudents review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb)\tStudents read the current content to scan the major components silently and quickly with the help of the clues provided.\nc)\tStudents carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.1.R3. \na)\tStudents carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb)\tStudents classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc)\tStudents compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd)\tStudents recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne)\tStudents make meaningful inferences from the information in the current content by examining it carefully.\nf)\tStudents internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.1.R4. \na)\tStudents convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb)\tStudents 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)\tStudents 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)\tStudents 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)\tStudents recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc)\tStudents 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)\tStudents 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)\tStudents recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf)\tStudents 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)\tStudents 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)\tStudents become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb)\tStudents 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)\tStudents 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)\tStudents 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)\tStudents see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf)\tStudents gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng)\tStudents recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh)\tStudent\"\n\n"},{"content":"4. Hafta|22-28 Eylül|\"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 with school rules; people, roles, and responsibilities at school; school routines; national days and 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":"REVISION","subject":"\"Vocabulary 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.\nAdjectives: 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, conservation.\nVerbs: To aid, to enhance, to implement, to innovate, to inspire, to obey, to permit, to redesign, to prioritise, to transform, to distract, to encourage. Adjectives: Engaging, motivating, diver","description":"\"ENG.6.1.L1. \na)\tStudents 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)\tStudents identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc)\tStudents 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)\tStudents make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.1.L2. \na)\tStudents comprehend the topic of the current content by listening (to)/watching it as a whole.\nb)\tStudents 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)\tStudents 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)\tStudents make important and necessary classifications in the current content that help them to understand it better with details.\nc)\tStudents make important and necessary comparisons in the current content that help them to understand it better with details.\nd)\tStudents recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne)\tStudents make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf)\tStudents construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng)\tStudents internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.1.L4. \na)\tStudents convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb)\tStudents 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)\tStudents listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb)\tStudents reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc)\tStudents recognise the target phonological elements of the current content when they are heard in different contexts.\nd)\tStudents 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)\tStudents use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.1.R1. \na)\tStudents activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb)\tStudents recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc)\tStudents making significant preliminary predictions about the current content based on recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.1.R2. \na)\tStudents review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb)\tStudents read the current content to scan the major components silently and quickly with the help of the clues provided.\nc)\tStudents carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.1.R3. \na)\tStudents carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb)\tStudents classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc)\tStudents compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd)\tStudents recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne)\tStudents make meaningful inferences from the information in the current content by examining it carefully.\nf)\tStudents internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.1.R4. \na)\tStudents convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb)\tStudents 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)\tStudents 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)\tStudents 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)\tStudents recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc)\tStudents 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)\tStudents 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)\tStudents recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf)\tStudents 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)\tStudents 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)\tStudents become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb)\tStudents 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)\tStudents 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)\tStudents 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)\tStudents see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf)\tStudents gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng)\tStudents recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh)\tStudent\"\n\n"},{"content":"1. Hafta|29 Eylül-05 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 with school rules; people, roles, and responsibilities at school; school routines; national days and 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":"REVISION","subject":"\"Vocabulary 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.\nAdjectives: 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, conservation.\nVerbs: To aid, to enhance, to implement, to innovate, to inspire, to obey, to permit, to redesign, to prioritise, to transform, to distract, to encourage. Adjectives: Engaging, motivating, diver","description":"\"ENG.6.1.L1. \na)\tStudents 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)\tStudents identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc)\tStudents 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)\tStudents make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.6.1.L2. \na)\tStudents comprehend the topic of the current content by listening (to)/watching it as a whole.\nb)\tStudents 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)\tStudents 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)\tStudents make important and necessary classifications in the current content that help them to understand it better with details.\nc)\tStudents make important and necessary comparisons in the current content that help them to understand it better with details.\nd)\tStudents recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne)\tStudents make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf)\tStudents construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.\ng)\tStudents internalise the current content in an individualised and appropriate way according to age and language level.\nENG.6.1.L4. \na)\tStudents convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb)\tStudents 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)\tStudents listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb)\tStudents reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\nc)\tStudents recognise the target phonological elements of the current content when they are heard in different contexts.\nd)\tStudents 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)\tStudents use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.6.1.R1. \na)\tStudents activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb)\tStudents recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc)\tStudents making significant preliminary predictions about the current content based on recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.6.1.R2. \na)\tStudents review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb)\tStudents read the current content to scan the major components silently and quickly with the help of the clues provided.\nc)\tStudents carefully read the current content silently and carefully to find significant details and components belonging to the theme.\nENG.6.1.R3. \na)\tStudents carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb)\tStudents classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc)\tStudents compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd)\tStudents recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne)\tStudents make meaningful inferences from the information in the current content by examining it carefully.\nf)\tStudents internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.6.1.R4. \na)\tStudents convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb)\tStudents 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)\tStudents 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)\tStudents 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)\tStudents recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc)\tStudents 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)\tStudents 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)\tStudents recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf)\tStudents 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)\tStudents 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)\tStudents become familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb)\tStudents 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)\tStudents 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)\tStudents 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)\tStudents see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf)\tStudents gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng)\tStudents recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh)\tStudent\"\n\n"},{"content":"2. Hafta|06-12 Ekim|\"ENG.7.1.L1. Students can prepare and get ready for listening (to)/watching about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.\nENG.7.1.L2. Students can bring together the information in the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.\nENG.7.1.L3. Students can make sense of and derive meaning from the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.\nENG.7.1.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” in relation to themselves or others, both individually and/or with others.\nENG.7.1.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” to develop holistic and conscious pronunciation skills after recognising them in context.\nENG.7.1.R1. Students can prepare for reading the content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” efficiently and effectively.\nENG.7.1.R2. Students can bring information together about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” through skimming, scanning and detailed reading.\nENG.7.1.R3. Students can make sense of and derive meaning from the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.\nENG.7.1.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” in relation to themselves or others, both individually and/or with others.\nENG.7.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” after recognising them in context and developing their conscious and inductive vocabulary learning skills.\nENG.7.1.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.\nENG.7.1.W1. Students can prepare for writing efficiently and accurately based on the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.\nENG.7.1.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.\nENG.7.1.W3. Students can construct new written content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” based on their understanding of the model(s) provided.\nENG.7.1.W4. Students can practise producing written content based on the current theme “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.\nENG.7.1.W5. Students can engage in the process of writing related to the content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.\nENG.7.1.W6. Students can reconstruct their writing about the current theme on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” to communicate effectively about it.\nENG.7.1.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” in relation to themselves or others, both individually and/or with others.\"\n\n","unit":"\"THEME 1\nSCHOOL LIFE & EDUCATION\"","subject":"\"Sub-themes: “Educational activities, competitions, and celebrations at school trips; national days and celebrations” ”\n\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for educational activities, competitions, and celebrations at school activities:\nNouns: Academic freedom, an applicant, a banner, joy, a playing field, pride, a prize giving, a register, a sponsor, approval, a torchlight, disappointment, a debate, a workshop, a procession, a contest. Verbs: To sponsor, to disappoint. Adjectives: Breathtaking, fascinated, curious, exhausting, passionate.\n\nVocabulary for school trips:\nNouns: Educational trips, sports-related trips, an expectation, an amusement park, a backpack (a rucksack- AmE), a cruise, a desk clerk, hillwalking, a lounge, a resort, a room service, a sunscreen, a travel agency, a travel agent, a bus lane, a deck, an e-ticket, a fare, an inspector, a rail, a terminal, a billboard,a crossroads, a mountain-bike, a pavement, a rowing boat, a boarding card.\nVerbs: To inspire, to a","description":"\"ENG.7.1.L1. \na)\tStudents activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully.\nb)\tStudents identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation).\nc)\tStudents make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content.\nd)\tStudents make rational predictions about the current content by looking at the supplementary visual elements provided.\nENG.7.1.L2.\na)\tStudents identify the main topic of the current content in general by listening (to)/watching it as a whole in its context.\nb)\tStudents recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them.\nENG.7.1.L3. \na)\tStudents check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content.\nb)\tStudents make significant and necessary classifications in the current content that affect the meaning of the generally perceived content.\nc)\tStudents make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning.\nd)\tStudents recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content.\ne)\tStudents make essential inferences and deductions to understand the meaning of the generally perceived current content better.\nf)\tStudents strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content.\ng)\tStudents construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions.\nh)\tStudents position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way.\nENG.7.1.L4. \na)\tStudents individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others.\nc)\tStudents produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content.\nENG.7.1.P1.\na)\tStudents recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses.\nb)\tStudents repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually.\nc)\tStudents talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood.\nd)\tStudents reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content.\ne)\tStudents evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy.\nf)\tStudents utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts.\nENG.7.1.R1. \na)\tStudents recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration.\nb)\tStudents recognise significant relationships between pre-existing knowledge, past experiences and clues to current content.\nc)\tStudents make strong preliminary predictions about the current content based on explored and recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it.\nENG.7.1.R2.\na)\tStudents skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus.\nb)\tStudents scan the current content by reading it silently and quickly to find key and major components.\nc)\tStudents read the current content again silently and carefully to examine any significant semantic and structural details.\nd)\tStudents examine the semantic details in the content carefully to check the accuracy of their initial predictions.\nENG.7.1.R3. \na)\tStudents classify significant and necessary elements of the current content in a meaningful way.\nb)\tStudents compare significant and key elements of the current content with each other or with similar ones in a meaningful way.\nc)\tStudents recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis.\nd)\tStudents make meaningful inferences from information in the current content by examining it critically.\ne)\tStudents internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level.\nENG.7.1.R4. \na)\tStudents convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process.\nENG.7.1.V1. \na)\tStudents make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions.\nb)\tStudents check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context.\nc)\tStudents search the target audio/visual, and/or written content by scanning to find key components of the theme.\nd)\tStudents listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words.\ne)\tStudents separate target (key-active) words from the other (non-key-passive) words in the target content.\nf)\tStudents examine relevant target words, phrases, and expressions in the current content to understand how and where they are used.\ng)\tStudents determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words.\nh)\tStudents discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content.\ni)\tStudents determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed.\nj)\tStudents confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the te\"\n\n"},{"content":"3. Hafta|13-19 Ekim|\"ENG.7.1.L1. Students can prepare and get ready for listening (to)/watching about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.\nENG.7.1.L2. Students can bring together the information in the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.\nENG.7.1.L3. Students can make sense of and derive meaning from the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.\nENG.7.1.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” in relation to themselves or others, both individually and/or with others.\nENG.7.1.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” to develop holistic and conscious pronunciation skills after recognising them in context.\nENG.7.1.R1. Students can prepare for reading the content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” efficiently and effectively.\nENG.7.1.R2. Students can bring information together about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” through skimming, scanning and detailed reading.\nENG.7.1.R3. Students can make sense of and derive meaning from the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.\nENG.7.1.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” in relation to themselves or others, both individually and/or with others.\nENG.7.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” after recognising them in context and developing their conscious and inductive vocabulary learning skills.\nENG.7.1.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.\nENG.7.1.W1. Students can prepare for writing efficiently and accurately based on the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.\nENG.7.1.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.\nENG.7.1.W3. Students can construct new written content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” based on their understanding of the model(s) provided.\nENG.7.1.W4. Students can practise producing written content based on the current theme “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.\nENG.7.1.W5. Students can engage in the process of writing related to the content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.\nENG.7.1.W6. Students can reconstruct their writing about the current theme on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” to communicate effectively about it.\nENG.7.1.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” in relation to themselves or others, both individually and/or with others.\"\n\n","unit":"\"THEME 1\nSCHOOL LIFE & EDUCATION\"","subject":"\"Sub-themes: “Educational activities, competitions, and celebrations at school trips; national days and celebrations” ”\n\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for educational activities, competitions, and celebrations at school activities:\nNouns: Academic freedom, an applicant, a banner, joy, a playing field, pride, a prize giving, a register, a sponsor, approval, a torchlight, disappointment, a debate, a workshop, a procession, a contest. Verbs: To sponsor, to disappoint. Adjectives: Breathtaking, fascinated, curious, exhausting, passionate.\n\nVocabulary for school trips:\nNouns: Educational trips, sports-related trips, an expectation, an amusement park, a backpack (a rucksack- AmE), a cruise, a desk clerk, hillwalking, a lounge, a resort, a room service, a sunscreen, a travel agency, a travel agent, a bus lane, a deck, an e-ticket, a fare, an inspector, a rail, a terminal, a billboard,a crossroads, a mountain-bike, a pavement, a rowing boat, a boarding card.\nVerbs: To inspire, to a","description":"\"ENG.7.1.L1. \na)\tStudents activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully.\nb)\tStudents identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation).\nc)\tStudents make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content.\nd)\tStudents make rational predictions about the current content by looking at the supplementary visual elements provided.\nENG.7.1.L2.\na)\tStudents identify the main topic of the current content in general by listening (to)/watching it as a whole in its context.\nb)\tStudents recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them.\nENG.7.1.L3. \na)\tStudents check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content.\nb)\tStudents make significant and necessary classifications in the current content that affect the meaning of the generally perceived content.\nc)\tStudents make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning.\nd)\tStudents recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content.\ne)\tStudents make essential inferences and deductions to understand the meaning of the generally perceived current content better.\nf)\tStudents strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content.\ng)\tStudents construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions.\nh)\tStudents position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way.\nENG.7.1.L4. \na)\tStudents individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others.\nc)\tStudents produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content.\nENG.7.1.P1.\na)\tStudents recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses.\nb)\tStudents repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually.\nc)\tStudents talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood.\nd)\tStudents reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content.\ne)\tStudents evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy.\nf)\tStudents utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts.\nENG.7.1.R1. \na)\tStudents recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration.\nb)\tStudents recognise significant relationships between pre-existing knowledge, past experiences and clues to current content.\nc)\tStudents make strong preliminary predictions about the current content based on explored and recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it.\nENG.7.1.R2.\na)\tStudents skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus.\nb)\tStudents scan the current content by reading it silently and quickly to find key and major components.\nc)\tStudents read the current content again silently and carefully to examine any significant semantic and structural details.\nd)\tStudents examine the semantic details in the content carefully to check the accuracy of their initial predictions.\nENG.7.1.R3. \na)\tStudents classify significant and necessary elements of the current content in a meaningful way.\nb)\tStudents compare significant and key elements of the current content with each other or with similar ones in a meaningful way.\nc)\tStudents recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis.\nd)\tStudents make meaningful inferences from information in the current content by examining it critically.\ne)\tStudents internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level.\nENG.7.1.R4. \na)\tStudents convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process.\nENG.7.1.V1. \na)\tStudents make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions.\nb)\tStudents check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context.\nc)\tStudents search the target audio/visual, and/or written content by scanning to find key components of the theme.\nd)\tStudents listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words.\ne)\tStudents separate target (key-active) words from the other (non-key-passive) words in the target content.\nf)\tStudents examine relevant target words, phrases, and expressions in the current content to understand how and where they are used.\ng)\tStudents determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words.\nh)\tStudents discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content.\ni)\tStudents determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed.\nj)\tStudents confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the te\"\n\n"},{"content":"4. Hafta|20-26 Ekim|\"ENG.7.1.L1. Students can prepare and get ready for listening (to)/watching about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.\nENG.7.1.L2. Students can bring together the information in the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.\nENG.7.1.L3. Students can make sense of and derive meaning from the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.\nENG.7.1.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” in relation to themselves or others, both individually and/or with others.\nENG.7.1.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” to develop holistic and conscious pronunciation skills after recognising them in context.\nENG.7.1.R1. Students can prepare for reading the content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” efficiently and effectively.\nENG.7.1.R2. Students can bring information together about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” through skimming, scanning and detailed reading.\nENG.7.1.R3. Students can make sense of and derive meaning from the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.\nENG.7.1.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” in relation to themselves or others, both individually and/or with others.\nENG.7.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” after recognising them in context and developing their conscious and inductive vocabulary learning skills.\nENG.7.1.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.\nENG.7.1.W1. Students can prepare for writing efficiently and accurately based on the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.\nENG.7.1.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.\nENG.7.1.W3. Students can construct new written content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” based on their understanding of the model(s) provided.\nENG.7.1.W4. Students can practise producing written content based on the current theme “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.\nENG.7.1.W5. Students can engage in the process of writing related to the content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.\nENG.7.1.W6. Students can reconstruct their writing about the current theme on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” to communicate effectively about it.\nENG.7.1.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” in relation to themselves or others, both individually and/or with others.\"\n\n","unit":"\"THEME 1\nSCHOOL LIFE & EDUCATION\"","subject":"\"Sub-themes: “Educational activities, competitions, and celebrations at school trips; national days and celebrations” ”\n\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for educational activities, competitions, and celebrations at school activities:\nNouns: Academic freedom, an applicant, a banner, joy, a playing field, pride, a prize giving, a register, a sponsor, approval, a torchlight, disappointment, a debate, a workshop, a procession, a contest. Verbs: To sponsor, to disappoint. Adjectives: Breathtaking, fascinated, curious, exhausting, passionate.\n\nVocabulary for school trips:\nNouns: Educational trips, sports-related trips, an expectation, an amusement park, a backpack (a rucksack- AmE), a cruise, a desk clerk, hillwalking, a lounge, a resort, a room service, a sunscreen, a travel agency, a travel agent, a bus lane, a deck, an e-ticket, a fare, an inspector, a rail, a terminal, a billboard,a crossroads, a mountain-bike, a pavement, a rowing boat, a boarding card.\nVerbs: To inspire, to a","description":"\"ENG.7.1.L1. \na)\tStudents activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully.\nb)\tStudents identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation).\nc)\tStudents make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content.\nd)\tStudents make rational predictions about the current content by looking at the supplementary visual elements provided.\nENG.7.1.L2.\na)\tStudents identify the main topic of the current content in general by listening (to)/watching it as a whole in its context.\nb)\tStudents recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them.\nENG.7.1.L3. \na)\tStudents check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content.\nb)\tStudents make significant and necessary classifications in the current content that affect the meaning of the generally perceived content.\nc)\tStudents make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning.\nd)\tStudents recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content.\ne)\tStudents make essential inferences and deductions to understand the meaning of the generally perceived current content better.\nf)\tStudents strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content.\ng)\tStudents construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions.\nh)\tStudents position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way.\nENG.7.1.L4. \na)\tStudents individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others.\nc)\tStudents produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content.\nENG.7.1.P1.\na)\tStudents recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses.\nb)\tStudents repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually.\nc)\tStudents talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood.\nd)\tStudents reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content.\ne)\tStudents evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy.\nf)\tStudents utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts.\nENG.7.1.R1. \na)\tStudents recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration.\nb)\tStudents recognise significant relationships between pre-existing knowledge, past experiences and clues to current content.\nc)\tStudents make strong preliminary predictions about the current content based on explored and recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it.\nENG.7.1.R2.\na)\tStudents skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus.\nb)\tStudents scan the current content by reading it silently and quickly to find key and major components.\nc)\tStudents read the current content again silently and carefully to examine any significant semantic and structural details.\nd)\tStudents examine the semantic details in the content carefully to check the accuracy of their initial predictions.\nENG.7.1.R3. \na)\tStudents classify significant and necessary elements of the current content in a meaningful way.\nb)\tStudents compare significant and key elements of the current content with each other or with similar ones in a meaningful way.\nc)\tStudents recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis.\nd)\tStudents make meaningful inferences from information in the current content by examining it critically.\ne)\tStudents internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level.\nENG.7.1.R4. \na)\tStudents convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process.\nENG.7.1.V1. \na)\tStudents make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions.\nb)\tStudents check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context.\nc)\tStudents search the target audio/visual, and/or written content by scanning to find key components of the theme.\nd)\tStudents listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words.\ne)\tStudents separate target (key-active) words from the other (non-key-passive) words in the target content.\nf)\tStudents examine relevant target words, phrases, and expressions in the current content to understand how and where they are used.\ng)\tStudents determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words.\nh)\tStudents discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content.\ni)\tStudents determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed.\nj)\tStudents confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the te\"\n\n"},{"content":"5. Hafta|27 Ekim-02 Kasım|SCHOOL BASED PLANNING*\t\t\t\t\t\t\t\t\t\"ENG.7.1.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.\nENG.7.1.S2. Students can analyse and understand the model content related to “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” to support the production of spoken language.\nENG.7.1.S3. Students can produce meaningful and accurate spoken content related to the current theme on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.\nENG.7.1.S4. Students can construct meaningful spoken content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” through efficient and meaningful practice.\nENG.7.1.S5. Students can reconstruct the information about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” when communicating with others.\nENG.7.1.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” in relation to themselves or others, both individually and/or with others.\"","unit":"SCHOOL BASED PLANNING*\t\t\t\t\t\t\t\t\t\"THEME 1\nSCHOOL LIFE & EDUCATION\"","subject":"SCHOOL BASED PLANNING*\t\t\t\t\t\t\t\t\t\"Target Social Language in Use:\nBreak time is over!\nI’m first in the queue for lunch!\nCan we have a golden time today as we worked hard on the science project? We passed the test at last! We nailed it!\n\nTarget Phonological Sounds in Use:\n-Intonation of positive statements.\n\n*No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme.\"","description":"SCHOOL BASED PLANNING*\t\t\t\t\t\t\t\t\t\"ENG.7.1.S1. \na)\tStudents relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content.\nENG.7.1.S2. \na)\tStudents grasp what the provided model/example is about with the help of audio, visual, and/ or written elements after listening, watching, and/or reading the current content.\nENG.7.1.S3. \na)\tStudents recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination.\nb)\tStudents conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations.\nc)\tStudents develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme.\nd)\tStudents organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level.\ne)\tStudents organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations.\nf)\tStudents critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations.\nENG.7.1.S4. \na)\tStudents make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations.\nb)\tStudents present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations.\nc)\tStudents present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations.\nd)\tStudents convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations.\ne)\tStudents convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations.\nENG.7.1.S5. \na)\tStudents use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required.\nb)\tStudents engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others.\nENG.7.1.S6. \na)\tStudents reveal their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current speaking-expression content and process.\nb)\tStudents share their personal knowledge, experiences, thoughts, and feelings that they critically review in relation to the current speaking-expression content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current speaking-expression content and process. \""},{"content":"1. Hafta|03-09 Kasım|\"ENG.7.2.L1. Students can prepare and get ready for listening (to)/watching about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.\nENG.7.2.L2. Students can bring together the information in the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.\nENG.7.2.L3. Students can make sense of and derive meaning from the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.\nENG.7.2.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” in relation to themselves or others, both individually and/or with others.\nENG.7.2.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” to develop holistic and conscious pronunciation skills after recognising them in context.\"","unit":"\"THEME 2\nCLASSROOM LIFE & LEARNING\"","subject":"\"Sub-themes: “Learning difficulties and problems for teenagers; healthy classroom atmosphere for peaceful learning”\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for learning difficulties and problems for teenagers:\nNouns: An accent, accuracy, a resolution, a revision, deadline, evaluation, an exposure, a component, motivation, anxiety, dyslexia, self-esteem, a special app, an awareness, a diary.\nVerbs: To accomplish, to cope, to disappoint, to assess, to adapt, to overcome, to struggle, to interact, to submit. Adjectives: Skilled, complicated, challenging, distracted, engaging, motivated, overwhelmed, complex.\"","description":"\"ENG.7.2.L1. \na)\tStudents activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully.\nb)\tStudents identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation).\nc)\tStudents make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content.\nd)\tStudents make rational predictions about the current content by looking at the supplementary visual elements provided.\nENG.7.2.L2. \na)\tStudents identify the main topic of the current content in general by listening (to)/watching it as a whole in its context.\nb)\tStudents recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them.\nENG.7.2.L3. \na)\tStudents check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content.\nb)\tStudents make significant and necessary classifications in the current content that affect the meaning of the generally perceived content.\nc)\tStudents make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning.\nd)\tStudents recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content.\ne)\tStudents make essential inferences and deductions to understand the meaning of the generally perceived current content better.\nf)\tStudents strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content.\ng)\tStudents construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions.\nh)\tStudents position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way.\nENG.7.2.L4.        \na)\tStudents individually convey their personal knowledge, experiences, thoughts, and   feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others.\nc)\tStudents produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content.\nENG.7.2.P1. \na)\tStudents recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses.\nb)\tStudents repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually.\nc)\tStudents talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood.\nd)\tStudents reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content.\ne)\tStudents evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy.\nf)\tStudents utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts.\""},{"content":"2. Hafta|10-16 Kasım|        1st MIDTERM BREAK","unit":"1st MIDTERM BREAK","subject":"1st MIDTERM BREAK","description":"1st MIDTERM BREAK"},{"content":"3. Hafta|17-23 Kasım|\"ENG.7.2.R1. Students can prepare for reading the content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” efficiently and effectively.\nENG.7.2.R2. Students can bring information together about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” through skimming, scanning and detailed reading.\nENG.7.2.R3. Students can make sense of and derive meaning from the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.\nENG.7.2.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” in relation to themselves or others, both individually and/or with others.\nENG.7.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” after recognising them in context and developing their conscious and inductive vocabulary learning skills.\nENG.7.2.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.\nENG.7.2.W1. Students can prepare for writing efficiently and accurately based on the current content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.\nENG.7.2.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.\nENG.7.2.W3. Students can construct new written content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” based on their understanding of the model(s) provided.\nENG.7.2.W4. Students can practise producing written content based on the current theme “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.\nENG.7.2.W5. Students can engage in the process of writing related to the content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.\nENG.7.2.W6. Students can reconstruct their writing about the current theme on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” to communicate effectively about it.\nENG.7.2.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” in relation to themselves or others, both individually and/or with others.\nENG.7.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.\nENG.7.2.S2. Students can analyse and understand the model content related to “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” to support the production of spoken language.\nENG.7.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.\nENG.7.2.S4. Students can construct meaningful spoken content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” through efficient and meaningful practice.\nENG.7.2.S5. Students can reconstruct the information about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” when communicating with others.\nENG.7.2.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” in relation to themselves or others, both individually and/or with others.\"\n\n","unit":"\"THEME 2\nCLASSROOM LIFE & LEARNING\"","subject":"\"Vocabulary for a healthy classroom atmosphere for peaceful learning:\nNouns: Tension, enthusiasm, conflict, resolution, disagreement, expectation, participation, diversity, interaction, trust, motivation, a suggestion. Verbs: To demonstrate, to engage, to edit, to embrace, to enhance, to interact, to implement, to maintain, to motivate, to resolve, to regulate, to raise, to support, to observe, to mean, to simplify. Adjectives: Amusing, engaging, tone, motivated, maintaining, stunning, detailed, dramatic, humorous, suitable. Adverbs: Appropriately.\nTarget Grammatical Structures in Use:\n-Passive Voice in Present Tenses: (An evaluation of the students’ accuracy is conducted by the teacher).\n-\t“Shall” for suggestions: (Shall we embrace more engaging activities to increase motivation and participation in the classroom?)\n-\t“Causatives”: To have something done: (The teacher has the classroom’s tone regulated to reduce tension).\nFunctions of the Grammatical Structures in Use:\n-Use of Passive Voice in Present Tenses:","description":"\"ENG.7.2.R1. \na)\tStudents recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration.\nb)\tStudentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content.\nc)\tStudents make strong preliminary predictions about the current content based on explored and recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it.\nENG.7.2.R2. \na)\tStudents skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus.\n b)\tStudents scan the current content by reading it silently and quickly to find key and major components.\nc)\tStudents read the current content again silently and carefully to examine any significant semantic and structural details.\nd)\tStudents examine the semantic details in the content carefully to check the accuracy of their initial predictions.\nENG.7.2.R3. \na)\tStudents classify significant and necessary elements of the current content in a meaningful way.\nb)\tStudents compare significant and key elements of the current content with each other or with similar ones in a meaningful way.\nc)\tStudents recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis.\nd)\tStudents make meaningful inferences from information in the current content by examining it critically.\ne)\tStudents internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level.\nENG.7.2.R4. \na)\tStudents convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process.\nENG.7.2.V1.\na)\tStudents make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions.\nb)\tStudents check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context.\nc)\tStudents search the target audio/visual, and/or written content by scanning to find key components of the theme.\nd)\tStudents listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words.\ne)\tStudents separate target (key-active) words from the other (non-key-passive) words in the target content.\nf)\tStudents examine relevant target words, phrases, and expressions in the current content to understand how and where they are used.\ng)\tStudents determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words.\nh)\tStudents discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content.\ni)\tStudents determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed.\nj)\tStudents confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries.\nk)\tStudentsmakeuseofthetargetwordsofthecurrentthemeinarangeofsemanticallyassociated contextual activities and tasks accurately, naturally, authentically, and appropriately.\nl)\tStudents make use ofthe targetwords ofthe current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others.\nENG.7.2.G1. \na)\tStudents listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme.\nb)\tStudents examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning.\nc)\tStudents analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples.\nd)\tStudents find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups.\ne)\tStudents discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity.\nf)\tStudents formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups.\ng)\tStudents engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered.\nh)\tStudents practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities.\ni)\tStudents produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules.\nj)\tStudents produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules.\nENG.7.2.W1.\na)\tStudents relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them.\nb)\tStudents understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions.\nENG.7.2.W2. \na)\tStudents grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required.\nENG.7.2.W3. \na)\tStudents share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme.\nb)\tStudents plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme.\nc)\tStudents conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level.\nd)\tStudents produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level.\ne)\tStudents organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level.\nf)\tStudents modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level.\nENG.7.2.W4. \na)\tStudents present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level.\nb)\tStudents use appropriate discourse forms, styl\"\n\n"},{"content":"4. Hafta|24-30 Kasım|\"ENG.7.2.R1. Students can prepare for reading the content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” efficiently and effectively.\nENG.7.2.R2. Students can bring information together about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” through skimming, scanning and detailed reading.\nENG.7.2.R3. Students can make sense of and derive meaning from the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.\nENG.7.2.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” in relation to themselves or others, both individually and/or with others.\nENG.7.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” after recognising them in context and developing their conscious and inductive vocabulary learning skills.\nENG.7.2.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.\nENG.7.2.W1. Students can prepare for writing efficiently and accurately based on the current content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.\nENG.7.2.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.\nENG.7.2.W3. Students can construct new written content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” based on their understanding of the model(s) provided.\nENG.7.2.W4. Students can practise producing written content based on the current theme “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.\nENG.7.2.W5. Students can engage in the process of writing related to the content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.\nENG.7.2.W6. Students can reconstruct their writing about the current theme on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” to communicate effectively about it.\nENG.7.2.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” in relation to themselves or others, both individually and/or with others.\nENG.7.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.\nENG.7.2.S2. Students can analyse and understand the model content related to “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” to support the production of spoken language.\nENG.7.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.\nENG.7.2.S4. Students can construct meaningful spoken content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” through efficient and meaningful practice.\nENG.7.2.S5. Students can reconstruct the information about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” when communicating with others.\nENG.7.2.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” in relation to themselves or others, both individually and/or with others.\"\n\n","unit":"\"THEME 2\nCLASSROOM LIFE & LEARNING\"","subject":"\"Vocabulary for a healthy classroom atmosphere for peaceful learning:\nNouns: Tension, enthusiasm, conflict, resolution, disagreement, expectation, participation, diversity, interaction, trust, motivation, a suggestion. Verbs: To demonstrate, to engage, to edit, to embrace, to enhance, to interact, to implement, to maintain, to motivate, to resolve, to regulate, to raise, to support, to observe, to mean, to simplify. Adjectives: Amusing, engaging, tone, motivated, maintaining, stunning, detailed, dramatic, humorous, suitable. Adverbs: Appropriately.\nTarget Grammatical Structures in Use:\n-Passive Voice in Present Tenses: (An evaluation of the students’ accuracy is conducted by the teacher).\n-\t“Shall” for suggestions: (Shall we embrace more engaging activities to increase motivation and participation in the classroom?)\n-\t“Causatives”: To have something done: (The teacher has the classroom’s tone regulated to reduce tension).\nFunctions of the Grammatical Structures in Use:\n-Use of Passive Voice in Present Tenses:","description":"\"ENG.7.2.R1. \na)\tStudents recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration.\nb)\tStudentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content.\nc)\tStudents make strong preliminary predictions about the current content based on explored and recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it.\nENG.7.2.R2. \na)\tStudents skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus.\n b)\tStudents scan the current content by reading it silently and quickly to find key and major components.\nc)\tStudents read the current content again silently and carefully to examine any significant semantic and structural details.\nd)\tStudents examine the semantic details in the content carefully to check the accuracy of their initial predictions.\nENG.7.2.R3. \na)\tStudents classify significant and necessary elements of the current content in a meaningful way.\nb)\tStudents compare significant and key elements of the current content with each other or with similar ones in a meaningful way.\nc)\tStudents recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis.\nd)\tStudents make meaningful inferences from information in the current content by examining it critically.\ne)\tStudents internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level.\nENG.7.2.R4. \na)\tStudents convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process.\nENG.7.2.V1.\na)\tStudents make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions.\nb)\tStudents check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context.\nc)\tStudents search the target audio/visual, and/or written content by scanning to find key components of the theme.\nd)\tStudents listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words.\ne)\tStudents separate target (key-active) words from the other (non-key-passive) words in the target content.\nf)\tStudents examine relevant target words, phrases, and expressions in the current content to understand how and where they are used.\ng)\tStudents determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words.\nh)\tStudents discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content.\ni)\tStudents determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed.\nj)\tStudents confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries.\nk)\tStudentsmakeuseofthetargetwordsofthecurrentthemeinarangeofsemanticallyassociated contextual activities and tasks accurately, naturally, authentically, and appropriately.\nl)\tStudents make use ofthe targetwords ofthe current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others.\nENG.7.2.G1. \na)\tStudents listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme.\nb)\tStudents examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning.\nc)\tStudents analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples.\nd)\tStudents find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups.\ne)\tStudents discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity.\nf)\tStudents formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups.\ng)\tStudents engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered.\nh)\tStudents practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities.\ni)\tStudents produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules.\nj)\tStudents produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules.\nENG.7.2.W1.\na)\tStudents relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them.\nb)\tStudents understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions.\nENG.7.2.W2. \na)\tStudents grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required.\nENG.7.2.W3. \na)\tStudents share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme.\nb)\tStudents plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme.\nc)\tStudents conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level.\nd)\tStudents produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level.\ne)\tStudents organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level.\nf)\tStudents modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level.\nENG.7.2.W4. \na)\tStudents present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level.\nb)\tStudents use appropriate discourse forms, styl\"\n\n"},{"content":"1. Hafta|01-07 Aralık|\"ENG.7.2.R1. Students can prepare for reading the content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” efficiently and effectively.\nENG.7.2.R2. Students can bring information together about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” through skimming, scanning and detailed reading.\nENG.7.2.R3. Students can make sense of and derive meaning from the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.\nENG.7.2.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” in relation to themselves or others, both individually and/or with others.\nENG.7.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” after recognising them in context and developing their conscious and inductive vocabulary learning skills.\nENG.7.2.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.\nENG.7.2.W1. Students can prepare for writing efficiently and accurately based on the current content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.\nENG.7.2.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.\nENG.7.2.W3. Students can construct new written content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” based on their understanding of the model(s) provided.\nENG.7.2.W4. Students can practise producing written content based on the current theme “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.\nENG.7.2.W5. Students can engage in the process of writing related to the content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.\nENG.7.2.W6. Students can reconstruct their writing about the current theme on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” to communicate effectively about it.\nENG.7.2.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” in relation to themselves or others, both individually and/or with others.\nENG.7.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.\nENG.7.2.S2. Students can analyse and understand the model content related to “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” to support the production of spoken language.\nENG.7.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.\nENG.7.2.S4. Students can construct meaningful spoken content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” through efficient and meaningful practice.\nENG.7.2.S5. Students can reconstruct the information about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” when communicating with others.\nENG.7.2.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” in relation to themselves or others, both individually and/or with others.\"\n\n","unit":"\"THEME 2\nCLASSROOM LIFE & LEARNING\"","subject":"\"Vocabulary for a healthy classroom atmosphere for peaceful learning:\nNouns: Tension, enthusiasm, conflict, resolution, disagreement, expectation, participation, diversity, interaction, trust, motivation, a suggestion. Verbs: To demonstrate, to engage, to edit, to embrace, to enhance, to interact, to implement, to maintain, to motivate, to resolve, to regulate, to raise, to support, to observe, to mean, to simplify. Adjectives: Amusing, engaging, tone, motivated, maintaining, stunning, detailed, dramatic, humorous, suitable. Adverbs: Appropriately.\nTarget Grammatical Structures in Use:\n-Passive Voice in Present Tenses: (An evaluation of the students’ accuracy is conducted by the teacher).\n-\t“Shall” for suggestions: (Shall we embrace more engaging activities to increase motivation and participation in the classroom?)\n-\t“Causatives”: To have something done: (The teacher has the classroom’s tone regulated to reduce tension).\nFunctions of the Grammatical Structures in Use:\n-Use of Passive Voice in Present Tenses:","description":"\"ENG.7.2.R1. \na)\tStudents recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration.\nb)\tStudentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content.\nc)\tStudents make strong preliminary predictions about the current content based on explored and recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it.\nENG.7.2.R2. \na)\tStudents skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus.\n b)\tStudents scan the current content by reading it silently and quickly to find key and major components.\nc)\tStudents read the current content again silently and carefully to examine any significant semantic and structural details.\nd)\tStudents examine the semantic details in the content carefully to check the accuracy of their initial predictions.\nENG.7.2.R3. \na)\tStudents classify significant and necessary elements of the current content in a meaningful way.\nb)\tStudents compare significant and key elements of the current content with each other or with similar ones in a meaningful way.\nc)\tStudents recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis.\nd)\tStudents make meaningful inferences from information in the current content by examining it critically.\ne)\tStudents internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level.\nENG.7.2.R4. \na)\tStudents convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process.\nENG.7.2.V1.\na)\tStudents make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions.\nb)\tStudents check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context.\nc)\tStudents search the target audio/visual, and/or written content by scanning to find key components of the theme.\nd)\tStudents listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words.\ne)\tStudents separate target (key-active) words from the other (non-key-passive) words in the target content.\nf)\tStudents examine relevant target words, phrases, and expressions in the current content to understand how and where they are used.\ng)\tStudents determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words.\nh)\tStudents discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content.\ni)\tStudents determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed.\nj)\tStudents confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries.\nk)\tStudentsmakeuseofthetargetwordsofthecurrentthemeinarangeofsemanticallyassociated contextual activities and tasks accurately, naturally, authentically, and appropriately.\nl)\tStudents make use ofthe targetwords ofthe current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others.\nENG.7.2.G1. \na)\tStudents listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme.\nb)\tStudents examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning.\nc)\tStudents analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples.\nd)\tStudents find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups.\ne)\tStudents discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity.\nf)\tStudents formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups.\ng)\tStudents engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered.\nh)\tStudents practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities.\ni)\tStudents produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules.\nj)\tStudents produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules.\nENG.7.2.W1.\na)\tStudents relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them.\nb)\tStudents understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions.\nENG.7.2.W2. \na)\tStudents grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required.\nENG.7.2.W3. \na)\tStudents share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme.\nb)\tStudents plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme.\nc)\tStudents conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level.\nd)\tStudents produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level.\ne)\tStudents organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level.\nf)\tStudents modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level.\nENG.7.2.W4. \na)\tStudents present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level.\nb)\tStudents use appropriate discourse forms, styl\"\n\n"},{"content":"2. Hafta|08-14 Aralık|\"ENG.7.3.L1. Students can prepare and get ready for listening (to)/watching about the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.\nENG.7.3.L2. Students can bring together the information in the current content on “personal life and well- being with advantages and disadvantages of social media; staying healthy and fit”.\nENG.7.3.L3. Students can make sense of and derive meaning from the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.\nENG.7.3.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “personal life and well- being with advantages and disadvantages of social media; staying healthy and fit” in relation to themselves or others, both individually and/or with others.\nENG.7.3.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” to develop holistic and conscious pronunciation skills after recognising them in context.\nENG.7.3.R1. Students can prepare for reading the content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” efficiently and effectively.\nENG.7.3.R2. Students can bring information together about the current content on “personal life and well- being with advantages and disadvantages of social media; staying healthy and fit” through skimming, scanning, and detailed reading.\nENG.7.3.R3. Students can make sense of and derive meaning from the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.\nENG.7.3.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” in relation to themselves or others, both individually and/or with others.\nENG.7.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” after recognising them in context and developing their conscious and inductive vocabulary learning skills.\nENG.7.3.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately based on the current content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness- raising and discovery.\nENG.7.3.W1. Students can prepare for writing efficiently and accurately based on the current content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.\nENG.7.3.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.\nENG.7.3.W3. Students can construct new written content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” based on their understanding of the model(s) provided.\nENG.7.3.W4. Students can practise producing written content based on the current theme “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.\nENG.7.3.W5. Students can engage in the process of writing related to the content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.\nENG.7.3.W6. Students can reconstruct their writing about the current theme on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” to communicate effectively about it.\nENG.7.3.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” in relation to themselves or others, both individually and/or with others.\"\n\n","unit":"\"THEME 3\nPERSONAL LIFE & WELL-BEING\"","subject":"\"Sub-themes: “Advantages and disadvantages of social media; staying healthy and fit”\nTarget Vocabulary in use (with revisional vocabulary):                                                                     \nVocabulary for advantages and disadvantages of social media: Nouns: An addiction, an awareness, a restriction, significance, concentration, an objective, privacy, interaction, feedback, concern, an adult. Verbs: To restrict, to exploit, to interact, to distract, to monitor, to concern, to ignore. Adjectives: Ridiculous, short-term, unfortunate, ethical, harmful, constant, distracting, beneficial, informed, sleepless, lonely.\nVocabulary for staying healthy and fit:\nNouns: A fitness centre, a heartbeat, self-care, a check-up, a cure, healthcare, a painkiller, a recovery, well- being, nutrition, hydration, portion, relaxation, wellness, a remedy, a treatment, an herb, a chemical. Verbs: To sweat, to cure, to recruit, to maintain, to motivate, to strengthen, to prioritise, to rely on, to adopt, to overuse, t","description":"\"ENG.7.3.L1.\na)\tStudents activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully.\nb)\tStudents identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation).\nc)\tStudents make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content.\nd)\tStudents make rational predictions about the current content by looking at the supplementary visual elements provided.\nENG.7.3.L2.\na)\tStudents identify the main topic of the current content in general by listening (to)/watching it as a whole in its context.\nb)\tStudents recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them.\nENG.7.3.L3. \na)\tStudents check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content.\nb)\tStudents make significant and necessary classifications in the current content that affect the meaning of the generally perceived content.\nc)\tStudents make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning.\nd)\tStudents recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content.\ne)\tStudents make essential inferences and deductions to understand the meaning of the generally perceived current content better.\nf)\tStudents strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content.\ng)\tStudents construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions.\nh)\tStudents position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way.\n ENG.7.3.L4. \na)\t Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others.\nc)\tStudents produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content.\nENG.7.3.P1.  \na)\tStudents recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses.\nb)\tStudents repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually.\nc)\tStudents talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood.\nd)\tStudents reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content.\ne)\tStudents evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy.\nf)\tStudents utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts.\nENG.7.3.R1. \na)\tStudents recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration.\nb)\tStudentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content.\nc)\tStudents make strong preliminary predictions about the current content based on explored and recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it.\nENG.7.3.R2. \na)\tStudents skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus.\nb)\tStudents scan the current content by reading it silently and quickly to find key and major components.\nc)\tStudents read the current content again silently and carefully to examine any significant semantic and structural details. \nd)\tStudents examine the semantic details in the content carefully to check the accuracy of their initial predictions.\nENG.7.3.R3. \na)\tStudents classify significant and necessary elements of the current content in a meaningful way.\nb)\tStudents compare significant and key elements of the current content with each other or with similar ones in a meaningful way.\nc)\tStudents recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis.\nd)\tStudents make meaningful inferences from information in the current content by examining it critically.\ne)\tStudents internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level.\nENG.7.3.R4. \na)\tStudents convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process.\nENG.7.3.V1. \na)\tStudents make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions.\nb)\tStudents check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context.\nc)\tStudents search the target audio/visual, and/or written content by scanning to find key components of the theme.\nd)\tStudents listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words.\ne)\tStudents separate target (key-active) words from the other (non-key-passive) words in the target content.\nf)\tStudents examine relevant target words, phrases, and expressions in the current content to understand how and where they are used.\ng)\tStudents determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words.\nh)\tStudents discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content.\ni)\tStudents determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed.\nENG.7.3.G1. \na)\tStudents listen to, watch, and/or read the audio, visual, and written current content presented in context that in\"\n\n"},{"content":"3. Hafta|15-21 Aralık|\"ENG.7.3.L1. Students can prepare and get ready for listening (to)/watching about the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.\nENG.7.3.L2. Students can bring together the information in the current content on “personal life and well- being with advantages and disadvantages of social media; staying healthy and fit”.\nENG.7.3.L3. Students can make sense of and derive meaning from the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.\nENG.7.3.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “personal life and well- being with advantages and disadvantages of social media; staying healthy and fit” in relation to themselves or others, both individually and/or with others.\nENG.7.3.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” to develop holistic and conscious pronunciation skills after recognising them in context.\nENG.7.3.R1. Students can prepare for reading the content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” efficiently and effectively.\nENG.7.3.R2. Students can bring information together about the current content on “personal life and well- being with advantages and disadvantages of social media; staying healthy and fit” through skimming, scanning, and detailed reading.\nENG.7.3.R3. Students can make sense of and derive meaning from the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.\nENG.7.3.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” in relation to themselves or others, both individually and/or with others.\nENG.7.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” after recognising them in context and developing their conscious and inductive vocabulary learning skills.\nENG.7.3.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately based on the current content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness- raising and discovery.\nENG.7.3.W1. Students can prepare for writing efficiently and accurately based on the current content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.\nENG.7.3.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.\nENG.7.3.W3. Students can construct new written content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” based on their understanding of the model(s) provided.\nENG.7.3.W4. Students can practise producing written content based on the current theme “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.\nENG.7.3.W5. Students can engage in the process of writing related to the content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.\nENG.7.3.W6. Students can reconstruct their writing about the current theme on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” to communicate effectively about it.\nENG.7.3.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” in relation to themselves or others, both individually and/or with others.\"\n\n","unit":"\"THEME 3\nPERSONAL LIFE & WELL-BEING\"","subject":"\"Sub-themes: “Advantages and disadvantages of social media; staying healthy and fit”\nTarget Vocabulary in use (with revisional vocabulary):                                                                     \nVocabulary for advantages and disadvantages of social media: Nouns: An addiction, an awareness, a restriction, significance, concentration, an objective, privacy, interaction, feedback, concern, an adult. Verbs: To restrict, to exploit, to interact, to distract, to monitor, to concern, to ignore. Adjectives: Ridiculous, short-term, unfortunate, ethical, harmful, constant, distracting, beneficial, informed, sleepless, lonely.\nVocabulary for staying healthy and fit:\nNouns: A fitness centre, a heartbeat, self-care, a check-up, a cure, healthcare, a painkiller, a recovery, well- being, nutrition, hydration, portion, relaxation, wellness, a remedy, a treatment, an herb, a chemical. Verbs: To sweat, to cure, to recruit, to maintain, to motivate, to strengthen, to prioritise, to rely on, to adopt, to overuse, t","description":"\"ENG.7.3.L1.\na)\tStudents activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully.\nb)\tStudents identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation).\nc)\tStudents make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content.\nd)\tStudents make rational predictions about the current content by looking at the supplementary visual elements provided.\nENG.7.3.L2.\na)\tStudents identify the main topic of the current content in general by listening (to)/watching it as a whole in its context.\nb)\tStudents recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them.\nENG.7.3.L3. \na)\tStudents check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content.\nb)\tStudents make significant and necessary classifications in the current content that affect the meaning of the generally perceived content.\nc)\tStudents make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning.\nd)\tStudents recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content.\ne)\tStudents make essential inferences and deductions to understand the meaning of the generally perceived current content better.\nf)\tStudents strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content.\ng)\tStudents construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions.\nh)\tStudents position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way.\n ENG.7.3.L4. \na)\t Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others.\nc)\tStudents produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content.\nENG.7.3.P1.  \na)\tStudents recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses.\nb)\tStudents repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually.\nc)\tStudents talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood.\nd)\tStudents reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content.\ne)\tStudents evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy.\nf)\tStudents utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts.\nENG.7.3.R1. \na)\tStudents recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration.\nb)\tStudentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content.\nc)\tStudents make strong preliminary predictions about the current content based on explored and recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it.\nENG.7.3.R2. \na)\tStudents skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus.\nb)\tStudents scan the current content by reading it silently and quickly to find key and major components.\nc)\tStudents read the current content again silently and carefully to examine any significant semantic and structural details. \nd)\tStudents examine the semantic details in the content carefully to check the accuracy of their initial predictions.\nENG.7.3.R3. \na)\tStudents classify significant and necessary elements of the current content in a meaningful way.\nb)\tStudents compare significant and key elements of the current content with each other or with similar ones in a meaningful way.\nc)\tStudents recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis.\nd)\tStudents make meaningful inferences from information in the current content by examining it critically.\ne)\tStudents internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level.\nENG.7.3.R4. \na)\tStudents convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process.\nENG.7.3.V1. \na)\tStudents make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions.\nb)\tStudents check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context.\nc)\tStudents search the target audio/visual, and/or written content by scanning to find key components of the theme.\nd)\tStudents listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words.\ne)\tStudents separate target (key-active) words from the other (non-key-passive) words in the target content.\nf)\tStudents examine relevant target words, phrases, and expressions in the current content to understand how and where they are used.\ng)\tStudents determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words.\nh)\tStudents discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content.\ni)\tStudents determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed.\nENG.7.3.G1. \na)\tStudents listen to, watch, and/or read the audio, visual, and written current content presented in context that in\"\n\n"},{"content":"4. Hafta|22-28 Aralık|\"ENG.7.3.L1. Students can prepare and get ready for listening (to)/watching about the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.\nENG.7.3.L2. Students can bring together the information in the current content on “personal life and well- being with advantages and disadvantages of social media; staying healthy and fit”.\nENG.7.3.L3. Students can make sense of and derive meaning from the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.\nENG.7.3.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “personal life and well- being with advantages and disadvantages of social media; staying healthy and fit” in relation to themselves or others, both individually and/or with others.\nENG.7.3.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” to develop holistic and conscious pronunciation skills after recognising them in context.\nENG.7.3.R1. Students can prepare for reading the content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” efficiently and effectively.\nENG.7.3.R2. Students can bring information together about the current content on “personal life and well- being with advantages and disadvantages of social media; staying healthy and fit” through skimming, scanning, and detailed reading.\nENG.7.3.R3. Students can make sense of and derive meaning from the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.\nENG.7.3.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” in relation to themselves or others, both individually and/or with others.\nENG.7.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” after recognising them in context and developing their conscious and inductive vocabulary learning skills.\nENG.7.3.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately based on the current content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness- raising and discovery.\nENG.7.3.W1. Students can prepare for writing efficiently and accurately based on the current content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.\nENG.7.3.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.\nENG.7.3.W3. Students can construct new written content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” based on their understanding of the model(s) provided.\nENG.7.3.W4. Students can practise producing written content based on the current theme “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.\nENG.7.3.W5. Students can engage in the process of writing related to the content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.\nENG.7.3.W6. Students can reconstruct their writing about the current theme on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” to communicate effectively about it.\nENG.7.3.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” in relation to themselves or others, both individually and/or with others.\"\n\n","unit":"\"THEME 3\nPERSONAL LIFE & WELL-BEING\"","subject":"\"Sub-themes: “Advantages and disadvantages of social media; staying healthy and fit”\nTarget Vocabulary in use (with revisional vocabulary):                                                                     \nVocabulary for advantages and disadvantages of social media: Nouns: An addiction, an awareness, a restriction, significance, concentration, an objective, privacy, interaction, feedback, concern, an adult. Verbs: To restrict, to exploit, to interact, to distract, to monitor, to concern, to ignore. Adjectives: Ridiculous, short-term, unfortunate, ethical, harmful, constant, distracting, beneficial, informed, sleepless, lonely.\nVocabulary for staying healthy and fit:\nNouns: A fitness centre, a heartbeat, self-care, a check-up, a cure, healthcare, a painkiller, a recovery, well- being, nutrition, hydration, portion, relaxation, wellness, a remedy, a treatment, an herb, a chemical. Verbs: To sweat, to cure, to recruit, to maintain, to motivate, to strengthen, to prioritise, to rely on, to adopt, to overuse, t","description":"\"ENG.7.3.L1.\na)\tStudents activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully.\nb)\tStudents identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation).\nc)\tStudents make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content.\nd)\tStudents make rational predictions about the current content by looking at the supplementary visual elements provided.\nENG.7.3.L2.\na)\tStudents identify the main topic of the current content in general by listening (to)/watching it as a whole in its context.\nb)\tStudents recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them.\nENG.7.3.L3. \na)\tStudents check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content.\nb)\tStudents make significant and necessary classifications in the current content that affect the meaning of the generally perceived content.\nc)\tStudents make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning.\nd)\tStudents recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content.\ne)\tStudents make essential inferences and deductions to understand the meaning of the generally perceived current content better.\nf)\tStudents strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content.\ng)\tStudents construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions.\nh)\tStudents position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way.\n ENG.7.3.L4. \na)\t Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others.\nc)\tStudents produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content.\nENG.7.3.P1.  \na)\tStudents recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses.\nb)\tStudents repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually.\nc)\tStudents talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood.\nd)\tStudents reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content.\ne)\tStudents evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy.\nf)\tStudents utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts.\nENG.7.3.R1. \na)\tStudents recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration.\nb)\tStudentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content.\nc)\tStudents make strong preliminary predictions about the current content based on explored and recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it.\nENG.7.3.R2. \na)\tStudents skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus.\nb)\tStudents scan the current content by reading it silently and quickly to find key and major components.\nc)\tStudents read the current content again silently and carefully to examine any significant semantic and structural details. \nd)\tStudents examine the semantic details in the content carefully to check the accuracy of their initial predictions.\nENG.7.3.R3. \na)\tStudents classify significant and necessary elements of the current content in a meaningful way.\nb)\tStudents compare significant and key elements of the current content with each other or with similar ones in a meaningful way.\nc)\tStudents recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis.\nd)\tStudents make meaningful inferences from information in the current content by examining it critically.\ne)\tStudents internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level.\nENG.7.3.R4. \na)\tStudents convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process.\nENG.7.3.V1. \na)\tStudents make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions.\nb)\tStudents check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context.\nc)\tStudents search the target audio/visual, and/or written content by scanning to find key components of the theme.\nd)\tStudents listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words.\ne)\tStudents separate target (key-active) words from the other (non-key-passive) words in the target content.\nf)\tStudents examine relevant target words, phrases, and expressions in the current content to understand how and where they are used.\ng)\tStudents determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words.\nh)\tStudents discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content.\ni)\tStudents determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed.\nENG.7.3.G1. \na)\tStudents listen to, watch, and/or read the audio, visual, and written current content presented in context that in\"\n\n"},{"content":"1. Hafta|29 Aralık-04 Ocak|SCHOOL BASED PLANNING*\t\t\t\t\t\t\t\t\t\"ENG.7.3.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.\nENG.7.3.S2. Students can analyse and understand the model content related to “personal life and well- being with advantages and disadvantages of social media; staying healthy and fit” to support the production of spoken language.\nENG.7.3.S3. Students can produce meaningful and accurate spoken content related to the current theme on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.\nENG.7.3.S4. Students can construct meaningful spoken content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” through efficient and meaningful practice.\nENG.7.3.S5. Students can reconstruct the information about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” when communicating with others.\nENG.7.3.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” in relation to themselves or others, both individually and/or with others.\"","unit":"SCHOOL BASED PLANNING*\t\t\t\t\t\t\t\t\t\"THEME 3\nPERSONAL LIFE & WELL-BEING\"","subject":"SCHOOL BASED PLANNING*\t\t\t\t\t\t\t\t\t\"Target Social Language in Use:\nI need “a bit of me time” after a busy school day!\nIf you’re upset, don’t bottle it up. Talk to your friends about it! Social media can really mess with your head!\nFake news spread like wildfire on social media!\nTarget Phonological Sounds in Use:\nIntonation of questions and question tags.\n*No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme.                                                                                                                                                                                                       \"","description":"SCHOOL BASED PLANNING*\t\t\t\t\t\t\t\t\t\"ENG.7.3.S1. \na)\tStudents relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content.\nENG.7.3.S2. \na)\tStudents grasp what the provided model/example is about with the help of audio, visual, and/or written elements after listening, watching, and/or reading the current content.\nENG.7.3.S3. \na)\tStudents recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination.\nb)\tStudents conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations.\nc)\tStudents develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme.\nd)\tStudents organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level.\ne)\tStudents organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations.\nf)\tStudents critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations.\nENG.7.3.S4.\na)\tStudents make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations.\nb)\tStudents present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations.\nc)\tStudents present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations.\nd)\tStudents convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations.\ne)\tStudents convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations.\nENG.7.3.S5. \na)\tStudents use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required.\nb)\tStudents engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others.\nENG.7.3.S6.\na)\tStudents reveal their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current speaking-expression content and process.\nb)\tStudents share their personal knowledge, experiences, thoughts, and feelings that they critically review in relation to the current speaking-expression content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current speaking-expression content and process.\""},{"content":"2. Hafta|05-11 Ocak|\"ENG.7.4.L1. Students can prepare and get ready for listening (to)/watching about the current content on “family life and home with future houses; family members’ plans (for the future)”.\nENG.7.4.L2. Students can bring together the information in the current content on “family life and home with future houses; family members’ plans (for the future)”.\nENG.7.4.L3. Students can make sense of and derive meaning from the current content on “family life and home with future houses; family members’ plans (for the future)”.\nENG.7.4.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “family life and home with future houses; family members’ plans (for the future)” in relation to themselves or others, both individually and/or with others.\nENG.7.4.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “family life and home with future houses; family members’ plans (for the future)” to develop holistic and conscious pronunciation skills after recognising them in context.\nENG.7.4.R1. Students can prepare for reading the content on “family life and home with future houses; family members’ plans (for the future)” efficiently and effectively.\nENG.7.4.R2. Students can bring information together about the current content on “family life and home with future houses; family members’ plans (for the future)” through skimming, scanning, and detailed reading.\nENG.7.4.R3. Students can make sense of and derive meaning from the current content on “family life and home with future houses; family members’ plans (for the future)”.\nENG.7.4.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “family life and home with future houses; family members’ plans (for the future)” in relation to themselves or others, both individually and/or with others.\nENG.7.4.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “family life and home with future houses; family members’ plans (for the future)” after recognising them in context and developing their conscious and inductive vocabulary learning skills.\nENG.7.4.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “family life and home with future houses; family members’ plans (for the future)”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.\"\n","unit":"\"THEME 4\nFAMILY LIFE & HOME\"","subject":"\"Sub-themes: “Future houses; family members’ plans (for the future)”\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for future houses:\nNouns: Recognition, timing, a variation, housing, appliances, priority, household, innovation, panels, usage, ventilation, insulation. Verbs: To adapt, to automate, to reckon, to impress, to install, to innovate, to generate, to house, to integrate, to renovate, to optimise, to ensure. Adjectives: Energy-efficient, shocking, sophisticated, valid, extraordinary, impressed, sustainable, renewable, solar. Adverbs: Shortly, somehow, sometime, steadily, widely, automatically.\nVocabulary for family members’ plans for the future (holidays etc):\nNouns: Finance, an expectation, a budget, a resort, bookings, preparation, preference, a bed and breakfast, a travel agency, a voyage. Verbs: To accommodate, to relieve, to negotiate, to budget, to reserve, to finalise. Adjectives: Relieved, affordable, weekly, detailed, memorable, excursion, all-inclusive. Adverbs: Altogeth","description":"\"ENG.7.4.L1. \na)\tStudents activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully.\nb)\tStudents identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation).\nc)\tStudents make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content.\nd)\tStudents make rational predictions about the current content by looking at the supplementary visual elements provided.\nENG.7.4.L2. \na)\tStudents identify the main topic of the current content in general by listening (to)/watching it as a whole in its context.\nb)\tStudents recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them.\nENG.7.4.L3.\na)\tStudents check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content.\nb)\tStudents make significant and necessary classifications in the current content that affect the meaning of the generally perceived content.\nc)\tStudents make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning.\nd)\tStudents recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content.\ne)\tStudents make essential inferences and deductions to understand the meaning of the generally perceived current content better.\nf)\tStudents strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content.\ng)\tStudents construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions.\nh)\tStudents position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way.\nENG.7.4.L4. \na)\tStudents individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others.\nc)\tStudents produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content.\nENG.7.4.P1. \na)\tStudents recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses.\nb)\tStudents repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually.\nc)\tStudents talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood.\nd)\tStudents reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content.\ne)\tStudents evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy.\nf)\tStudents utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts.\nENG.7.4.R1. \na)\tStudents recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration.\nb)\tStudentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content.\nc)\tStudents make strong preliminary predictions about the current content based on explored and recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it.\nENG.7.4.R2.\na)\tStudents skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus.\nb)\tStudents scan the current content by reading it silently and quickly to find key and major components.\nc)\tStudents read the current content again silently and carefully to examine any significant semantic and structural details.\nd)\tStudents examine the semantic details in the content carefully to check the accuracy of their initial predictions.\nENG.7.4.R3. \na)\tStudents classify significant and necessary elements of the current content in a meaningful way.\nb)\tStudents compare significant and key elements of the current content with each other or with similar ones in a meaningful way.\nc)\tStudents recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis.\nd)\tStudents make meaningful inferences from information in the current content by examining it critically.\ne)\tStudents internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level.\nENG.7.4.R4. \na)\tStudents convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process.\nENG.7.4.V1. \na)\tStudents make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions.\nb)\tStudents check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context.\nc)\tStudents search the target audio/visual, and/or written content by scanning to find key components of the theme.\nd)\tStudents listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words.\ne)\tStudents separate target (key-active) words from the other (non-key-passive) words in the target content.\nf)\tStudents examine relevant target words, phrases, and expressions in the current content to understand how and where they are used.\ng)\tStudents determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words.\nh)\tStudents discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content.\ni)\tStudents determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed.\nj)\tStudents confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher,\"\n"},{"content":"3. Hafta|12-18 Ocak|\"ENG.7.4.L1. Students can prepare and get ready for listening (to)/watching about the current content on “family life and home with future houses; family members’ plans (for the future)”.\nENG.7.4.L2. Students can bring together the information in the current content on “family life and home with future houses; family members’ plans (for the future)”.\nENG.7.4.L3. Students can make sense of and derive meaning from the current content on “family life and home with future houses; family members’ plans (for the future)”.\nENG.7.4.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “family life and home with future houses; family members’ plans (for the future)” in relation to themselves or others, both individually and/or with others.\nENG.7.4.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “family life and home with future houses; family members’ plans (for the future)” to develop holistic and conscious pronunciation skills after recognising them in context.\nENG.7.4.R1. Students can prepare for reading the content on “family life and home with future houses; family members’ plans (for the future)” efficiently and effectively.\nENG.7.4.R2. Students can bring information together about the current content on “family life and home with future houses; family members’ plans (for the future)” through skimming, scanning, and detailed reading.\nENG.7.4.R3. Students can make sense of and derive meaning from the current content on “family life and home with future houses; family members’ plans (for the future)”.\nENG.7.4.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “family life and home with future houses; family members’ plans (for the future)” in relation to themselves or others, both individually and/or with others.\nENG.7.4.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “family life and home with future houses; family members’ plans (for the future)” after recognising them in context and developing their conscious and inductive vocabulary learning skills.\nENG.7.4.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “family life and home with future houses; family members’ plans (for the future)”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.\"\n","unit":"\"THEME 4\nFAMILY LIFE & HOME\"","subject":"\"Sub-themes: “Future houses; family members’ plans (for the future)”\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for future houses:\nNouns: Recognition, timing, a variation, housing, appliances, priority, household, innovation, panels, usage, ventilation, insulation. Verbs: To adapt, to automate, to reckon, to impress, to install, to innovate, to generate, to house, to integrate, to renovate, to optimise, to ensure. Adjectives: Energy-efficient, shocking, sophisticated, valid, extraordinary, impressed, sustainable, renewable, solar. Adverbs: Shortly, somehow, sometime, steadily, widely, automatically.\nVocabulary for family members’ plans for the future (holidays etc):\nNouns: Finance, an expectation, a budget, a resort, bookings, preparation, preference, a bed and breakfast, a travel agency, a voyage. Verbs: To accommodate, to relieve, to negotiate, to budget, to reserve, to finalise. Adjectives: Relieved, affordable, weekly, detailed, memorable, excursion, all-inclusive. Adverbs: Altogeth","description":"\"ENG.7.4.L1. \na)\tStudents activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully.\nb)\tStudents identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation).\nc)\tStudents make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content.\nd)\tStudents make rational predictions about the current content by looking at the supplementary visual elements provided.\nENG.7.4.L2. \na)\tStudents identify the main topic of the current content in general by listening (to)/watching it as a whole in its context.\nb)\tStudents recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them.\nENG.7.4.L3.\na)\tStudents check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content.\nb)\tStudents make significant and necessary classifications in the current content that affect the meaning of the generally perceived content.\nc)\tStudents make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning.\nd)\tStudents recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content.\ne)\tStudents make essential inferences and deductions to understand the meaning of the generally perceived current content better.\nf)\tStudents strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content.\ng)\tStudents construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions.\nh)\tStudents position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way.\nENG.7.4.L4. \na)\tStudents individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others.\nc)\tStudents produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content.\nENG.7.4.P1. \na)\tStudents recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses.\nb)\tStudents repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually.\nc)\tStudents talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood.\nd)\tStudents reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content.\ne)\tStudents evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy.\nf)\tStudents utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts.\nENG.7.4.R1. \na)\tStudents recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration.\nb)\tStudentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content.\nc)\tStudents make strong preliminary predictions about the current content based on explored and recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it.\nENG.7.4.R2.\na)\tStudents skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus.\nb)\tStudents scan the current content by reading it silently and quickly to find key and major components.\nc)\tStudents read the current content again silently and carefully to examine any significant semantic and structural details.\nd)\tStudents examine the semantic details in the content carefully to check the accuracy of their initial predictions.\nENG.7.4.R3. \na)\tStudents classify significant and necessary elements of the current content in a meaningful way.\nb)\tStudents compare significant and key elements of the current content with each other or with similar ones in a meaningful way.\nc)\tStudents recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis.\nd)\tStudents make meaningful inferences from information in the current content by examining it critically.\ne)\tStudents internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level.\nENG.7.4.R4. \na)\tStudents convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process.\nENG.7.4.V1. \na)\tStudents make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions.\nb)\tStudents check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context.\nc)\tStudents search the target audio/visual, and/or written content by scanning to find key components of the theme.\nd)\tStudents listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words.\ne)\tStudents separate target (key-active) words from the other (non-key-passive) words in the target content.\nf)\tStudents examine relevant target words, phrases, and expressions in the current content to understand how and where they are used.\ng)\tStudents determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words.\nh)\tStudents discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content.\ni)\tStudents determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed.\nj)\tStudents confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher,\"\n"},{"content":"4. Hafta|19-25 Ocak|                SEMESTER HOLIDAY","unit":"SEMESTER HOLIDAY","subject":"SEMESTER HOLIDAY","description":"SEMESTER HOLIDAY"},{"content":"5. Hafta|26 Ocak-01 Şubat|SEMESTER HOLIDAY","unit":"SEMESTER HOLIDAY","subject":"SEMESTER HOLIDAY","description":"SEMESTER HOLIDAY"},{"content":"1. Hafta|02-08 Şubat|                 \"ENG.7.4.W1. Students can prepare for writing efficiently and accurately based on the current content about “family life and home with future houses; family members’ plans (for the future)”.\nENG.7.4.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “family life and home with future houses; family members’ plans (for the future)”.\nENG.7.4.W3. Students can construct new written content on “family life and home with future houses; family members’ plans (for the future)” based on their understanding of the model(s) provided.\nENG.7.4.W4. Students can practise producing written content based on the current theme “family life and home with future houses; family members’ plans (for the future)”.\nENG.7.4.W5. Students can engage in the process of writing related to the content on “family life and home with future houses; family members’ plans (for the future)”.\nENG.7.4.W6. Students can reconstruct their writing about the current theme on “family life and home with future houses; family members’ plans (for the future)” to communicate effectively about it.\nENG.7.4.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “family life and home with future houses; family members’ plans (for the future)” in relation to themselves or others, both individually and/or with others.\nENG.7.4.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “family life and home with future houses; family members’ plans (for the future)”.\nENG.7.4.S2. Students can analyse and understand the model content related to “family life and home with future houses; family members’ plans (for the future)” to support the production of spoken language.\nENG.7.4.S3. Students can produce meaningful and accurate spoken content related to the current theme on “family life and home with future houses; family members’ plans (for the future)”.\nENG.7.4.S4. Students can construct meaningful spoken content about “family life and home with future houses; family members’ plans (for the future)” through efficient and meaningful practice.\nENG.7.4.S5. Students can reconstruct the information about “family life and home with future houses; family members’ plans (for the future)” when communicating with others.\nENG.7.4.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “family life and home with future houses; family members’ plans (for the future)” in relation to themselves or others, both individually and/or with others.\"\n","unit":"\"THEME 4\nFAMILY LIFE & HOME\"","subject":"\"Functions of the Grammatical Structures in Use:\n-Use of Passive Voice of Modals in Present (can, could, might, may, must, should) for Daily Speech: Describing possibilities, expressing necessity or obligation, making suggestions or giving advice by indicating uncertainty or speculation.\n-Use of “Comparative and Superlative” Adjectives: Expressing degrees of differences or comparisons between (and among) people, things, thoughts, and ideas.\n-Use of “Same as” and “the Same”: Expressing similarity or equality between two or more people, things, thoughts, and ideas.\n-Use of “as... as”: Describing and emphasising the degree of similarity between two people, situations, and things.\n-Use of like, alike, slightly: Expressing similarities and (small) differences between people, things, thoughts, and ideas.\n\nTarget Social Language in Use:\nWhat’s the plan for tea tonight? I’ll take the rubbish out later!\nI’ll take care of the washing up!\nWe’re starting a new chapter as a family by moving to another city!\n\n\nTarget Phono","description":"\"ENG.7.4.G1. \na)\tStudents listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme.\nb)\tStudents examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning.\nc)\tStudents analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples.\nd)\tStudents find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups.\ne)\tStudents discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity.\nf)\tStudents formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups.\ng)\tStudents engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered.\nh)\tStudents practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities.\ni)\tStudents produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules.\nj)\tStudents produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules.\nENG.7.4.W1. \na)\tStudents relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them.\nb)\tStudents understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions.\n \nENG.7.4.W2. \na)\tStudents grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required.\nENG.7.4.W3. Students can construct new written content on “family life and home with future houses; family members’ plans (for the future)” based on their understanding of the model(s) provided.\na)\tStudents share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme.\nb)\tStudents plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme.\nc)\tStudents conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level.\nd)\tStudents produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level.\ne)\tStudents organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level.\nf)\tStudents modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level.\nENG.7.4.W4. \na)\tStudents present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level.\nb)\tStudents use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level.\nc)\tStudents use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level.\nd)\tStudents express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task.\nENG.7.4.W5. \na)\tStudents review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s).\nb)\tStudents revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers.\nc)\tStudents refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process.\nENG.7.4.W6.  \na)\tStudents adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts.\nb)\tStudents exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others.\nENG.7.4.W7.\na)\tStudents convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others.\nc)\tStudents produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process.\nENG.7.4.S1. \na)\tStudents relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content.\nENG.7.4.S2.\na)\tStudents grasp what the provided model/example is about with the help of audio, visual, and/ or written elements after listening, watching, and/or reading the current content.\nENG.7.4.S3. \na)\tStudents recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination.\nb)\tStudents conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations.\nc)\tStudents develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme.\nd)\tStudents organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level.\ne)\tStudents organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations.\nf)\tStudents critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations.\nENG.7.4.S4.\na)\tStudents make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations.\nb)\tStudents present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations.\nc)\tStudents present their spoken content by selecting and using target v\"\n"},{"content":"2. Hafta|09-15 Şubat|                 \"ENG.7.4.W1. Students can prepare for writing efficiently and accurately based on the current content about “family life and home with future houses; family members’ plans (for the future)”.\nENG.7.4.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “family life and home with future houses; family members’ plans (for the future)”.\nENG.7.4.W3. Students can construct new written content on “family life and home with future houses; family members’ plans (for the future)” based on their understanding of the model(s) provided.\nENG.7.4.W4. Students can practise producing written content based on the current theme “family life and home with future houses; family members’ plans (for the future)”.\nENG.7.4.W5. Students can engage in the process of writing related to the content on “family life and home with future houses; family members’ plans (for the future)”.\nENG.7.4.W6. Students can reconstruct their writing about the current theme on “family life and home with future houses; family members’ plans (for the future)” to communicate effectively about it.\nENG.7.4.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “family life and home with future houses; family members’ plans (for the future)” in relation to themselves or others, both individually and/or with others.\nENG.7.4.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “family life and home with future houses; family members’ plans (for the future)”.\nENG.7.4.S2. Students can analyse and understand the model content related to “family life and home with future houses; family members’ plans (for the future)” to support the production of spoken language.\nENG.7.4.S3. Students can produce meaningful and accurate spoken content related to the current theme on “family life and home with future houses; family members’ plans (for the future)”.\nENG.7.4.S4. Students can construct meaningful spoken content about “family life and home with future houses; family members’ plans (for the future)” through efficient and meaningful practice.\nENG.7.4.S5. Students can reconstruct the information about “family life and home with future houses; family members’ plans (for the future)” when communicating with others.\nENG.7.4.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “family life and home with future houses; family members’ plans (for the future)” in relation to themselves or others, both individually and/or with others.\"\n","unit":"\"THEME 4\nFAMILY LIFE & HOME\"","subject":"\"Functions of the Grammatical Structures in Use:\n-Use of Passive Voice of Modals in Present (can, could, might, may, must, should) for Daily Speech: Describing possibilities, expressing necessity or obligation, making suggestions or giving advice by indicating uncertainty or speculation.\n-Use of “Comparative and Superlative” Adjectives: Expressing degrees of differences or comparisons between (and among) people, things, thoughts, and ideas.\n-Use of “Same as” and “the Same”: Expressing similarity or equality between two or more people, things, thoughts, and ideas.\n-Use of “as... as”: Describing and emphasising the degree of similarity between two people, situations, and things.\n-Use of like, alike, slightly: Expressing similarities and (small) differences between people, things, thoughts, and ideas.\n\nTarget Social Language in Use:\nWhat’s the plan for tea tonight? I’ll take the rubbish out later!\nI’ll take care of the washing up!\nWe’re starting a new chapter as a family by moving to another city!\n\n\nTarget Phono","description":"\"ENG.7.4.G1. \na)\tStudents listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme.\nb)\tStudents examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning.\nc)\tStudents analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples.\nd)\tStudents find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups.\ne)\tStudents discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity.\nf)\tStudents formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups.\ng)\tStudents engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered.\nh)\tStudents practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities.\ni)\tStudents produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules.\nj)\tStudents produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules.\nENG.7.4.W1. \na)\tStudents relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them.\nb)\tStudents understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions.\n \nENG.7.4.W2. \na)\tStudents grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required.\nENG.7.4.W3. Students can construct new written content on “family life and home with future houses; family members’ plans (for the future)” based on their understanding of the model(s) provided.\na)\tStudents share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme.\nb)\tStudents plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme.\nc)\tStudents conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level.\nd)\tStudents produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level.\ne)\tStudents organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level.\nf)\tStudents modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level.\nENG.7.4.W4. \na)\tStudents present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level.\nb)\tStudents use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level.\nc)\tStudents use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level.\nd)\tStudents express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task.\nENG.7.4.W5. \na)\tStudents review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s).\nb)\tStudents revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers.\nc)\tStudents refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process.\nENG.7.4.W6.  \na)\tStudents adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts.\nb)\tStudents exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others.\nENG.7.4.W7.\na)\tStudents convey individually the knowledge, experiences, thoughts, and feelings they review critically in relation to their current writing-expression content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current writing-expression content and process with others.\nc)\tStudents produce their new verbal and written work after participating in reflective activities related to the current writing-expression content and process.\nENG.7.4.S1. \na)\tStudents relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content.\nENG.7.4.S2.\na)\tStudents grasp what the provided model/example is about with the help of audio, visual, and/ or written elements after listening, watching, and/or reading the current content.\nENG.7.4.S3. \na)\tStudents recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination.\nb)\tStudents conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations.\nc)\tStudents develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme.\nd)\tStudents organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level.\ne)\tStudents organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations.\nf)\tStudents critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations.\nENG.7.4.S4.\na)\tStudents make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations.\nb)\tStudents present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations.\nc)\tStudents present their spoken content by selecting and using target v\"\n"},{"content":"3. Hafta|16-22 Şubat|                 \"ENG.7.5.L1. Students can prepare and get ready for listening (to)/watching about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.L2. Students can bring together the information in the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.L3. Students can make sense of and derive meaning from the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/ or with others.\nENG.7.5.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” to develop holistic and conscious pronunciation skills after recognising them in context.\nENG.7.5.R1. Students can prepare for reading the content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” efficiently and effectively.\nENG.7.5.R2. Students can bring information together about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” through skimming, scanning and detailed reading.\nENG.7.5.R3. Students can make sense of and derive meaning from the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/or with others.\nENG.7.5.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” after recognising them in context and developing their conscious and inductive vocabulary learning skills.\nENG.7.5.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.\nENG.7.5.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.W3. Students can construct new written content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” based on their understanding of the model(s) provided.\nENG.7.5.W4. Students can practise producing written content based on the current theme “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.W5. Students can engage in the process of writing related to the content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.W6. Students can reconstruct their writing about the current theme on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” to communicate effectively about it.\nENG.7.5.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/or with others.\nENG.7.5.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.S2. Students can analyse and understand the model content related to “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” to support the production of spoken language.\nENG.7.5.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.S4. Students can construct meaningful spoken content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” through efficient and meaningful practice.\nENG.7.5.S5.Students can reconstruct the information about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” when communicating with others.\nENG.7.5.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/or with others.\n\"\n\n\n\n\n","unit":"\"THEME 5\nLIFE IN THE NEIGHBOURHOOD, CITY & SOCIAL LIFE\"","subject":"\"Sub-themes: “Helping people in need in the neighbourhood and the city technology in cities and rural areas\n\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for helping people in need in the neighbourhood and the city:\nNouns: A fundraiser, a homeless shelter, a foundation, an ambulance, a mayor, a disability, a donation, a concern, assistance, relief, partnership, crisis, initiatives, voluntary work. Verbs: To provide support, to step in, to take action, to raise awareness, to concern, to struggle, to distribute. Adjectives: Homeless, empathetic, compassionate, inclusive, rewarding, proud.\n\nVocabulary for technology in cities and rural areas:\nNouns: A solar panel, a drone, sustainability, transportation, public Wi-Fi, a screening, infrastructure, innovation, urban, workplace, coverage, approach. Verbs: To install, to monitor, to improve, to enhance, to implement, to transform, to integrate, to adapt, to approach. Adjectives: Rural, technological, innovative, sustainable, efficient.\n\nTarget G","description":"\"ENG.7.5.L1.\na)\tStudents activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully.\nb)\tStudents identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation).\nc)\tStudents make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content.\nd)\tStudents make rational predictions about the current content by looking at the supplementary visual elements provided.\nENG.7.5.L2.\na)\tStudents identify the main topic of the current content in general by listening (to)/watching it as a whole in its context.\nb)\tStudents recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them.\nENG.7.5.L3.\na)\tStudents check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content.\nb)\tStudents make significant and necessary classifications in the current content that affect the meaning of the generally perceived content.\nc)\tStudents make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning.\nd)\tStudents recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content.\ne)\tStudents make essential inferences and deductions to understand the meaning of the generally perceived current content better.\nf)\tStudents strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content.\ng)\tStudents construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions.\nh)\tStudents position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way.\nENG.7.5.L4.\na)\tStudents individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others.\nc)\tStudents produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content.\nENG.7.5.P1.\na)\tStudents recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses.\nb)\tStudents repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually.\nc)\tStudents talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood.\nd)\tStudents reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content.\ne)\tStudents evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy.\nf)\tStudents utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts.\nENG.7.5.R1.\na)\tStudents recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration.\nb)\tStudentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, past experiences and clues to current content.\nc)\tStudents make strong preliminary predictions about the current content based on explored and recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it.\nENG.7.5.R2.\na)\tStudents skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus.\nb)\tStudents scan the current content by reading it silently and quickly to find key and major components.\nc)\tStudents read the current content again silently and carefully to examine any significant semantic and structural details.\nd)\tStudents examine the semantic details in the content carefully to check the accuracy of their initial predictions.\nENG.7.5.R3.\na)\tStudents classify significant and necessary elements of the current content in a meaningful way.\nb)\tStudents compare significant and key elements of the current content with each other or with similar ones in a meaningful way.\nc)\tStudents recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis.\nd)\tStudents make meaningful inferences from information in the current content by examining it critically.\ne)\tStudents internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level.\nENG.7.5.R4.\na)\tStudents convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process.\nENG.7.5.V1.\na)\tStudents make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions.\nb)\tStudents check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context.\nc)\tStudents search the target audio/visual, and/or written content by scanning to find key components of the theme.\nd)\tStudents listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words.\ne)\tStudents separate target (key-active) words from the other (non-key-passive) words in the target content.\nf)\tStudents examine relevant target words, phrases, and expressions in the current content to understand how and where they are used.\ng)\tStudents determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words.\nh)\tStudents discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content.\ni)\tStudents determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed.\nj)\tStudents confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the cl\"\n\n\n\n\n"},{"content":"4. Hafta|23 Şubat-01 Mart|                 \"ENG.7.5.L1. Students can prepare and get ready for listening (to)/watching about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.L2. Students can bring together the information in the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.L3. Students can make sense of and derive meaning from the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/ or with others.\nENG.7.5.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” to develop holistic and conscious pronunciation skills after recognising them in context.\nENG.7.5.R1. Students can prepare for reading the content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” efficiently and effectively.\nENG.7.5.R2. Students can bring information together about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” through skimming, scanning and detailed reading.\nENG.7.5.R3. Students can make sense of and derive meaning from the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/or with others.\nENG.7.5.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” after recognising them in context and developing their conscious and inductive vocabulary learning skills.\nENG.7.5.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.\nENG.7.5.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.W3. Students can construct new written content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” based on their understanding of the model(s) provided.\nENG.7.5.W4. Students can practise producing written content based on the current theme “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.W5. Students can engage in the process of writing related to the content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.W6. Students can reconstruct their writing about the current theme on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” to communicate effectively about it.\nENG.7.5.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/or with others.\nENG.7.5.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.S2. Students can analyse and understand the model content related to “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” to support the production of spoken language.\nENG.7.5.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.S4. Students can construct meaningful spoken content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” through efficient and meaningful practice.\nENG.7.5.S5.Students can reconstruct the information about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” when communicating with others.\nENG.7.5.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/or with others.\n\"\n\n\n\n\n","unit":"\"THEME 5\nLIFE IN THE NEIGHBOURHOOD, CITY & SOCIAL LIFE\"","subject":"\"Sub-themes: “Helping people in need in the neighbourhood and the city technology in cities and rural areas\n\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for helping people in need in the neighbourhood and the city:\nNouns: A fundraiser, a homeless shelter, a foundation, an ambulance, a mayor, a disability, a donation, a concern, assistance, relief, partnership, crisis, initiatives, voluntary work. Verbs: To provide support, to step in, to take action, to raise awareness, to concern, to struggle, to distribute. Adjectives: Homeless, empathetic, compassionate, inclusive, rewarding, proud.\n\nVocabulary for technology in cities and rural areas:\nNouns: A solar panel, a drone, sustainability, transportation, public Wi-Fi, a screening, infrastructure, innovation, urban, workplace, coverage, approach. Verbs: To install, to monitor, to improve, to enhance, to implement, to transform, to integrate, to adapt, to approach. Adjectives: Rural, technological, innovative, sustainable, efficient.\n\nTarget G","description":"\"ENG.7.5.L1.\na)\tStudents activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully.\nb)\tStudents identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation).\nc)\tStudents make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content.\nd)\tStudents make rational predictions about the current content by looking at the supplementary visual elements provided.\nENG.7.5.L2.\na)\tStudents identify the main topic of the current content in general by listening (to)/watching it as a whole in its context.\nb)\tStudents recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them.\nENG.7.5.L3.\na)\tStudents check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content.\nb)\tStudents make significant and necessary classifications in the current content that affect the meaning of the generally perceived content.\nc)\tStudents make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning.\nd)\tStudents recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content.\ne)\tStudents make essential inferences and deductions to understand the meaning of the generally perceived current content better.\nf)\tStudents strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content.\ng)\tStudents construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions.\nh)\tStudents position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way.\nENG.7.5.L4.\na)\tStudents individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others.\nc)\tStudents produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content.\nENG.7.5.P1.\na)\tStudents recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses.\nb)\tStudents repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually.\nc)\tStudents talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood.\nd)\tStudents reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content.\ne)\tStudents evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy.\nf)\tStudents utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts.\nENG.7.5.R1.\na)\tStudents recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration.\nb)\tStudentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, past experiences and clues to current content.\nc)\tStudents make strong preliminary predictions about the current content based on explored and recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it.\nENG.7.5.R2.\na)\tStudents skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus.\nb)\tStudents scan the current content by reading it silently and quickly to find key and major components.\nc)\tStudents read the current content again silently and carefully to examine any significant semantic and structural details.\nd)\tStudents examine the semantic details in the content carefully to check the accuracy of their initial predictions.\nENG.7.5.R3.\na)\tStudents classify significant and necessary elements of the current content in a meaningful way.\nb)\tStudents compare significant and key elements of the current content with each other or with similar ones in a meaningful way.\nc)\tStudents recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis.\nd)\tStudents make meaningful inferences from information in the current content by examining it critically.\ne)\tStudents internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level.\nENG.7.5.R4.\na)\tStudents convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process.\nENG.7.5.V1.\na)\tStudents make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions.\nb)\tStudents check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context.\nc)\tStudents search the target audio/visual, and/or written content by scanning to find key components of the theme.\nd)\tStudents listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words.\ne)\tStudents separate target (key-active) words from the other (non-key-passive) words in the target content.\nf)\tStudents examine relevant target words, phrases, and expressions in the current content to understand how and where they are used.\ng)\tStudents determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words.\nh)\tStudents discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content.\ni)\tStudents determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed.\nj)\tStudents confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the cl\"\n\n\n\n\n"},{"content":"1. Hafta|02-08 Mart|                 \"ENG.7.5.L1. Students can prepare and get ready for listening (to)/watching about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.L2. Students can bring together the information in the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.L3. Students can make sense of and derive meaning from the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/ or with others.\nENG.7.5.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” to develop holistic and conscious pronunciation skills after recognising them in context.\nENG.7.5.R1. Students can prepare for reading the content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” efficiently and effectively.\nENG.7.5.R2. Students can bring information together about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” through skimming, scanning and detailed reading.\nENG.7.5.R3. Students can make sense of and derive meaning from the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/or with others.\nENG.7.5.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” after recognising them in context and developing their conscious and inductive vocabulary learning skills.\nENG.7.5.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.\nENG.7.5.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.W3. Students can construct new written content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” based on their understanding of the model(s) provided.\nENG.7.5.W4. Students can practise producing written content based on the current theme “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.W5. Students can engage in the process of writing related to the content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.W6. Students can reconstruct their writing about the current theme on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” to communicate effectively about it.\nENG.7.5.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/or with others.\nENG.7.5.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.S2. Students can analyse and understand the model content related to “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” to support the production of spoken language.\nENG.7.5.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.S4. Students can construct meaningful spoken content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” through efficient and meaningful practice.\nENG.7.5.S5.Students can reconstruct the information about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” when communicating with others.\nENG.7.5.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/or with others.\n\"\n\n\n\n\n","unit":"\"THEME 5\nLIFE IN THE NEIGHBOURHOOD, CITY & SOCIAL LIFE\"","subject":"\"Sub-themes: “Helping people in need in the neighbourhood and the city technology in cities and rural areas\n\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for helping people in need in the neighbourhood and the city:\nNouns: A fundraiser, a homeless shelter, a foundation, an ambulance, a mayor, a disability, a donation, a concern, assistance, relief, partnership, crisis, initiatives, voluntary work. Verbs: To provide support, to step in, to take action, to raise awareness, to concern, to struggle, to distribute. Adjectives: Homeless, empathetic, compassionate, inclusive, rewarding, proud.\n\nVocabulary for technology in cities and rural areas:\nNouns: A solar panel, a drone, sustainability, transportation, public Wi-Fi, a screening, infrastructure, innovation, urban, workplace, coverage, approach. Verbs: To install, to monitor, to improve, to enhance, to implement, to transform, to integrate, to adapt, to approach. Adjectives: Rural, technological, innovative, sustainable, efficient.\n\nTarget G","description":"\"ENG.7.5.L1.\na)\tStudents activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully.\nb)\tStudents identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation).\nc)\tStudents make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content.\nd)\tStudents make rational predictions about the current content by looking at the supplementary visual elements provided.\nENG.7.5.L2.\na)\tStudents identify the main topic of the current content in general by listening (to)/watching it as a whole in its context.\nb)\tStudents recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them.\nENG.7.5.L3.\na)\tStudents check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content.\nb)\tStudents make significant and necessary classifications in the current content that affect the meaning of the generally perceived content.\nc)\tStudents make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning.\nd)\tStudents recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content.\ne)\tStudents make essential inferences and deductions to understand the meaning of the generally perceived current content better.\nf)\tStudents strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content.\ng)\tStudents construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions.\nh)\tStudents position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way.\nENG.7.5.L4.\na)\tStudents individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others.\nc)\tStudents produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content.\nENG.7.5.P1.\na)\tStudents recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses.\nb)\tStudents repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually.\nc)\tStudents talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood.\nd)\tStudents reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content.\ne)\tStudents evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy.\nf)\tStudents utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts.\nENG.7.5.R1.\na)\tStudents recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration.\nb)\tStudentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, past experiences and clues to current content.\nc)\tStudents make strong preliminary predictions about the current content based on explored and recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it.\nENG.7.5.R2.\na)\tStudents skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus.\nb)\tStudents scan the current content by reading it silently and quickly to find key and major components.\nc)\tStudents read the current content again silently and carefully to examine any significant semantic and structural details.\nd)\tStudents examine the semantic details in the content carefully to check the accuracy of their initial predictions.\nENG.7.5.R3.\na)\tStudents classify significant and necessary elements of the current content in a meaningful way.\nb)\tStudents compare significant and key elements of the current content with each other or with similar ones in a meaningful way.\nc)\tStudents recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis.\nd)\tStudents make meaningful inferences from information in the current content by examining it critically.\ne)\tStudents internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level.\nENG.7.5.R4.\na)\tStudents convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process.\nENG.7.5.V1.\na)\tStudents make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions.\nb)\tStudents check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context.\nc)\tStudents search the target audio/visual, and/or written content by scanning to find key components of the theme.\nd)\tStudents listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words.\ne)\tStudents separate target (key-active) words from the other (non-key-passive) words in the target content.\nf)\tStudents examine relevant target words, phrases, and expressions in the current content to understand how and where they are used.\ng)\tStudents determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words.\nh)\tStudents discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content.\ni)\tStudents determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed.\nj)\tStudents confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the cl\"\n\n\n\n\n"},{"content":"2. Hafta|09-15 Mart|                 \"ENG.7.5.L1. Students can prepare and get ready for listening (to)/watching about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.L2. Students can bring together the information in the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.L3. Students can make sense of and derive meaning from the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/ or with others.\nENG.7.5.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” to develop holistic and conscious pronunciation skills after recognising them in context.\nENG.7.5.R1. Students can prepare for reading the content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” efficiently and effectively.\nENG.7.5.R2. Students can bring information together about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” through skimming, scanning and detailed reading.\nENG.7.5.R3. Students can make sense of and derive meaning from the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/or with others.\nENG.7.5.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” after recognising them in context and developing their conscious and inductive vocabulary learning skills.\nENG.7.5.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.\nENG.7.5.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.W3. Students can construct new written content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” based on their understanding of the model(s) provided.\nENG.7.5.W4. Students can practise producing written content based on the current theme “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.W5. Students can engage in the process of writing related to the content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.W6. Students can reconstruct their writing about the current theme on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” to communicate effectively about it.\nENG.7.5.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/or with others.\nENG.7.5.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.S2. Students can analyse and understand the model content related to “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” to support the production of spoken language.\nENG.7.5.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas”.\nENG.7.5.S4. Students can construct meaningful spoken content about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” through efficient and meaningful practice.\nENG.7.5.S5.Students can reconstruct the information about “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” when communicating with others.\nENG.7.5.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the neighbourhood and city including social life with helping people in need in the neighbourhood and the city; technology in cities and rural areas” in relation to themselves or others, both individually and/or with others.\n\"\n\n\n\n\n","unit":"\"THEME 5\nLIFE IN THE NEIGHBOURHOOD, CITY & SOCIAL LIFE\"","subject":"\"Sub-themes: “Helping people in need in the neighbourhood and the city technology in cities and rural areas\n\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for helping people in need in the neighbourhood and the city:\nNouns: A fundraiser, a homeless shelter, a foundation, an ambulance, a mayor, a disability, a donation, a concern, assistance, relief, partnership, crisis, initiatives, voluntary work. Verbs: To provide support, to step in, to take action, to raise awareness, to concern, to struggle, to distribute. Adjectives: Homeless, empathetic, compassionate, inclusive, rewarding, proud.\n\nVocabulary for technology in cities and rural areas:\nNouns: A solar panel, a drone, sustainability, transportation, public Wi-Fi, a screening, infrastructure, innovation, urban, workplace, coverage, approach. Verbs: To install, to monitor, to improve, to enhance, to implement, to transform, to integrate, to adapt, to approach. Adjectives: Rural, technological, innovative, sustainable, efficient.\n\nTarget G","description":"\"ENG.7.5.L1.\na)\tStudents activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully.\nb)\tStudents identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation).\nc)\tStudents make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content.\nd)\tStudents make rational predictions about the current content by looking at the supplementary visual elements provided.\nENG.7.5.L2.\na)\tStudents identify the main topic of the current content in general by listening (to)/watching it as a whole in its context.\nb)\tStudents recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them.\nENG.7.5.L3.\na)\tStudents check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content.\nb)\tStudents make significant and necessary classifications in the current content that affect the meaning of the generally perceived content.\nc)\tStudents make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning.\nd)\tStudents recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content.\ne)\tStudents make essential inferences and deductions to understand the meaning of the generally perceived current content better.\nf)\tStudents strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content.\ng)\tStudents construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions.\nh)\tStudents position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way.\nENG.7.5.L4.\na)\tStudents individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others.\nc)\tStudents produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content.\nENG.7.5.P1.\na)\tStudents recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses.\nb)\tStudents repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually.\nc)\tStudents talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood.\nd)\tStudents reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content.\ne)\tStudents evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy.\nf)\tStudents utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts.\nENG.7.5.R1.\na)\tStudents recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration.\nb)\tStudentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, past experiences and clues to current content.\nc)\tStudents make strong preliminary predictions about the current content based on explored and recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it.\nENG.7.5.R2.\na)\tStudents skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus.\nb)\tStudents scan the current content by reading it silently and quickly to find key and major components.\nc)\tStudents read the current content again silently and carefully to examine any significant semantic and structural details.\nd)\tStudents examine the semantic details in the content carefully to check the accuracy of their initial predictions.\nENG.7.5.R3.\na)\tStudents classify significant and necessary elements of the current content in a meaningful way.\nb)\tStudents compare significant and key elements of the current content with each other or with similar ones in a meaningful way.\nc)\tStudents recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis.\nd)\tStudents make meaningful inferences from information in the current content by examining it critically.\ne)\tStudents internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level.\nENG.7.5.R4.\na)\tStudents convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process.\nENG.7.5.V1.\na)\tStudents make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions.\nb)\tStudents check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context.\nc)\tStudents search the target audio/visual, and/or written content by scanning to find key components of the theme.\nd)\tStudents listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words.\ne)\tStudents separate target (key-active) words from the other (non-key-passive) words in the target content.\nf)\tStudents examine relevant target words, phrases, and expressions in the current content to understand how and where they are used.\ng)\tStudents determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words.\nh)\tStudents discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content.\ni)\tStudents determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed.\nj)\tStudents confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the cl\"\n\n\n\n\n"},{"content":"3. Hafta|16-22 Mart|                 2nd MIDTERM BREAK","unit":"2nd MIDTERM BREAK","subject":"2nd MIDTERM BREAK","description":"2nd MIDTERM BREAK"},{"content":"4. Hafta|23-29 Mart|                 EID AL-RAMADAN (19-20-21 AND 22 MARCH 2026)\nSCHOOL BASED PLANNING*\t\t\t\t\t\t\t\t\t\nENG.7.6.L1. Students can prepare and get ready for listening to/watching about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.L2. Students can bring together the information in the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.L3. Students can make sense of and derive meaning from the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening to)/watching process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others.\nENG.7.6.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to develop holistic and conscious pronunciation skills after recognising them in context.\nENG.7.6.R1. Students can prepare for reading the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” efficiently and effectively.\nENG.7.6.R2. Students can bring information together about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” through skimming, scanning and detailed reading.\nENG.7.6.R3. Students can make sense of and derive meaning from the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others.\nENG.7.6.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” after recognising them in context and developing their conscious and inductive vocabulary learning skills.\nENG.7.6.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.\nENG.7.6.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W3. Students can construct new written content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” based on their understanding of the model(s) provided.\nENG.7.6.W4. Students can practise producing written content based on the current theme “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W5. Students can engage in the process of writing related to the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W6. Students can reconstruct their writing about the current theme on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to communicate effectively about it.\nENG.7.6.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others\nENG.7.6.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.S2. Students can analyse and understand the model content related to “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to support the production of spoken language.\nENG.7.6.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.S4. Students can construct meaningful spoken content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” through efficient and meaningful practice.\nENG.7.6.S5. Students can reconstruct the information about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” when communicating with others.\nENG.7.6.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others.\"\n\n\n","unit":"EID AL-RAMADAN (19-20-21 AND 22 MARCH 2026)\nSCHOOL BASED PLANNING*\t\t\t\t\t\t\t\t\t\n\"THEME 6\nLIFE IN THE WORLD & CULTURE\"","subject":"EID AL-RAMADAN (19-20-21 AND 22 MARCH 2026)\nSCHOOL BASED PLANNING*\t\t\t\t\t\t\t\t\t\n\"Sub-themes: “Healthy food and unhealthy food in the world (ecological food) and international sports, films, and musical events”\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for healthy food and unhealthy food in the world (ecological food);\nNouns: A balanced diet, consumption, protein, organic food, fibre-rich food, processed meats, nutrition, junk food, trans fats, agriculture, organic farming, greenhouse, compost, crops, a tournament, an initiative, diversity, a sponsor, significance, concern, recognition, fresh herbs, archery. Verbs: To overeat, to snack, to broadcast, to reduce, to contain, to consume Adjectives: Pesticide-free, sporting, awareness, sustainable, incredible.\nVocabulary for cultural diversity and international sports, films and musical events:\nNouns: A medal, a firework, a multicultural society, a cultural exchange, a cultural diversity, sports fans, a world champion, a winning team, a sports ","description":"EID AL-RAMADAN (19-20-21 AND 22 MARCH 2026)\nSCHOOL BASED PLANNING*\t\t\t\t\t\t\t\t\t\nENG.7.6.L1. \na)\tStudents activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully.\nb)\tStudents identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation).\nc)\tStudents make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content.\nd)\tStudents make rational predictions about the current content by looking at the supplementary visual elements provided.\nENG.7.6.L2. \na)\tStudents identify the main topic of the current content in general by listening (to)/watching it as a whole in its context.\nb)\tStudents recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them.\nENG.7.6.L3. \na)\tStudents check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content.\nb)\tStudents make significant and necessary classifications in the current content that affect the meaning of the generally perceived content.\nc)\tStudents make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning.\nd)\tStudents recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content.\ne)\tStudents make essential inferences and deductions to understand the meaning of the generally perceived current content better.\nf)\tStudents strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content.\ng)\tStudents construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions.\nh)\tStudents position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way.\nENG.7.6.L4. \na)\tStudents individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others.\nc)\tStudents produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content.\nENG.7.6.P1. \na)\tStudents recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses.\nb)\tStudents repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually.\nc)\tStudents talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood.\nd)\tStudents reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content.\ne)\tStudents evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy.\nf)\tStudents utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts.\nENG.7.6.R1. \na)\tStudents recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration.\nb)\tStudentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content.\nc)\tStudents make strong preliminary predictions about the current content based on explored and recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it.\nENG.7.6.R2. \na)\tStudents skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus.\nb)\tStudents scan the current content by reading it silently and quickly to find key and major components.\nc)\tStudents read the current content again silently and carefully to examine any significant semantic and structural details.\nd)\tStudents examine the semantic details in the content carefully to check the accuracy of their initial predictions.\nENG.7.6.R3. \na)\tStudents classify significant and necessary elements of the current content in a meaningful way.\nb)\tStudents compare significant and key elements of the current content with each other or with similar ones in a meaningful way.\nc)\tStudents recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis.\nd)\tStudents make meaningful inferences from information in the current content by examining it critically.\ne)\tStudents internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level.\nENG.7.6.R4. \na)\tStudents convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process.\nENG.7.6.V1. \na)\tStudents make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions.\nb)\tStudents check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context.\nc)\tStudents search the target audio/visual, and/or written content by scanning to find key components of the theme.\nd)\tStudents listen/watching the content carefully and/or read it silently to identify and underline/ circle target unknown words.\ne)\tStudents separate target (key-active) words from the other (non-key-passive) words in the target content.\nf)\tStudents examine relevant target words, phrases, and expressions in the current content to understand how and where they are used.\ng)\tStudents determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words.\nh)\tStudents discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content.\ni)\tStudents determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed.\nj)\tStudents confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the t\"\n\n\n"},{"content":"1. Hafta|30 Mart-05 Nisan|                 \"\nENG.7.6.L1. Students can prepare and get ready for listening to/watching about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.L2. Students can bring together the information in the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.L3. Students can make sense of and derive meaning from the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening to)/watching process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others.\nENG.7.6.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to develop holistic and conscious pronunciation skills after recognising them in context.\nENG.7.6.R1. Students can prepare for reading the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” efficiently and effectively.\nENG.7.6.R2. Students can bring information together about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” through skimming, scanning and detailed reading.\nENG.7.6.R3. Students can make sense of and derive meaning from the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others.\nENG.7.6.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” after recognising them in context and developing their conscious and inductive vocabulary learning skills.\nENG.7.6.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.\nENG.7.6.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W3. Students can construct new written content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” based on their understanding of the model(s) provided.\nENG.7.6.W4. Students can practise producing written content based on the current theme “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W5. Students can engage in the process of writing related to the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W6. Students can reconstruct their writing about the current theme on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to communicate effectively about it.\nENG.7.6.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others\nENG.7.6.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.S2. Students can analyse and understand the model content related to “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to support the production of spoken language.\nENG.7.6.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.S4. Students can construct meaningful spoken content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” through efficient and meaningful practice.\nENG.7.6.S5. Students can reconstruct the information about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” when communicating with others.\nENG.7.6.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others.\"\n\n\n","unit":"\"THEME 6\nLIFE IN THE WORLD & CULTURE\"","subject":"\"Sub-themes: “Healthy food and unhealthy food in the world (ecological food) and international sports, films, and musical events”\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for healthy food and unhealthy food in the world (ecological food);\nNouns: A balanced diet, consumption, protein, organic food, fibre-rich food, processed meats, nutrition, junk food, trans fats, agriculture, organic farming, greenhouse, compost, crops, a tournament, an initiative, diversity, a sponsor, significance, concern, recognition, fresh herbs, archery. Verbs: To overeat, to snack, to broadcast, to reduce, to contain, to consume Adjectives: Pesticide-free, sporting, awareness, sustainable, incredible.\nVocabulary for cultural diversity and international sports, films and musical events:\nNouns: A medal, a firework, a multicultural society, a cultural exchange, a cultural diversity, sports fans, a world champion, a winning team, a sports tournament, globalisation, screenings, unity, a participant, a planet, addit","description":"\"\n\nENG.7.6.L1. \na)\tStudents activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully.\nb)\tStudents identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation).\nc)\tStudents make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content.\nd)\tStudents make rational predictions about the current content by looking at the supplementary visual elements provided.\nENG.7.6.L2. \na)\tStudents identify the main topic of the current content in general by listening (to)/watching it as a whole in its context.\nb)\tStudents recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them.\nENG.7.6.L3. \na)\tStudents check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content.\nb)\tStudents make significant and necessary classifications in the current content that affect the meaning of the generally perceived content.\nc)\tStudents make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning.\nd)\tStudents recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content.\ne)\tStudents make essential inferences and deductions to understand the meaning of the generally perceived current content better.\nf)\tStudents strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content.\ng)\tStudents construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions.\nh)\tStudents position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way.\nENG.7.6.L4. \na)\tStudents individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others.\nc)\tStudents produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content.\nENG.7.6.P1. \na)\tStudents recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses.\nb)\tStudents repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually.\nc)\tStudents talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood.\nd)\tStudents reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content.\ne)\tStudents evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy.\nf)\tStudents utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts.\nENG.7.6.R1. \na)\tStudents recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration.\nb)\tStudentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content.\nc)\tStudents make strong preliminary predictions about the current content based on explored and recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it.\nENG.7.6.R2. \na)\tStudents skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus.\nb)\tStudents scan the current content by reading it silently and quickly to find key and major components.\nc)\tStudents read the current content again silently and carefully to examine any significant semantic and structural details.\nd)\tStudents examine the semantic details in the content carefully to check the accuracy of their initial predictions.\nENG.7.6.R3. \na)\tStudents classify significant and necessary elements of the current content in a meaningful way.\nb)\tStudents compare significant and key elements of the current content with each other or with similar ones in a meaningful way.\nc)\tStudents recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis.\nd)\tStudents make meaningful inferences from information in the current content by examining it critically.\ne)\tStudents internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level.\nENG.7.6.R4. \na)\tStudents convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process.\nENG.7.6.V1. \na)\tStudents make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions.\nb)\tStudents check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context.\nc)\tStudents search the target audio/visual, and/or written content by scanning to find key components of the theme.\nd)\tStudents listen/watching the content carefully and/or read it silently to identify and underline/ circle target unknown words.\ne)\tStudents separate target (key-active) words from the other (non-key-passive) words in the target content.\nf)\tStudents examine relevant target words, phrases, and expressions in the current content to understand how and where they are used.\ng)\tStudents determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words.\nh)\tStudents discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content.\ni)\tStudents determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed.\nj)\tStudents confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the t\"\n\n\n"},{"content":"2. Hafta|06-12 Nisan|                 \"\nENG.7.6.L1. Students can prepare and get ready for listening to/watching about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.L2. Students can bring together the information in the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.L3. Students can make sense of and derive meaning from the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening to)/watching process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others.\nENG.7.6.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to develop holistic and conscious pronunciation skills after recognising them in context.\nENG.7.6.R1. Students can prepare for reading the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” efficiently and effectively.\nENG.7.6.R2. Students can bring information together about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” through skimming, scanning and detailed reading.\nENG.7.6.R3. Students can make sense of and derive meaning from the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others.\nENG.7.6.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” after recognising them in context and developing their conscious and inductive vocabulary learning skills.\nENG.7.6.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.\nENG.7.6.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W3. Students can construct new written content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” based on their understanding of the model(s) provided.\nENG.7.6.W4. Students can practise producing written content based on the current theme “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W5. Students can engage in the process of writing related to the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W6. Students can reconstruct their writing about the current theme on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to communicate effectively about it.\nENG.7.6.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others\nENG.7.6.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.S2. Students can analyse and understand the model content related to “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to support the production of spoken language.\nENG.7.6.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.S4. Students can construct meaningful spoken content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” through efficient and meaningful practice.\nENG.7.6.S5. Students can reconstruct the information about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” when communicating with others.\nENG.7.6.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others.\"\n\n\n","unit":"\"THEME 6\nLIFE IN THE WORLD & CULTURE\"","subject":"\"Sub-themes: “Healthy food and unhealthy food in the world (ecological food) and international sports, films, and musical events”\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for healthy food and unhealthy food in the world (ecological food);\nNouns: A balanced diet, consumption, protein, organic food, fibre-rich food, processed meats, nutrition, junk food, trans fats, agriculture, organic farming, greenhouse, compost, crops, a tournament, an initiative, diversity, a sponsor, significance, concern, recognition, fresh herbs, archery. Verbs: To overeat, to snack, to broadcast, to reduce, to contain, to consume Adjectives: Pesticide-free, sporting, awareness, sustainable, incredible.\nVocabulary for cultural diversity and international sports, films and musical events:\nNouns: A medal, a firework, a multicultural society, a cultural exchange, a cultural diversity, sports fans, a world champion, a winning team, a sports tournament, globalisation, screenings, unity, a participant, a planet, addit","description":"\"\n\nENG.7.6.L1. \na)\tStudents activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully.\nb)\tStudents identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation).\nc)\tStudents make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content.\nd)\tStudents make rational predictions about the current content by looking at the supplementary visual elements provided.\nENG.7.6.L2. \na)\tStudents identify the main topic of the current content in general by listening (to)/watching it as a whole in its context.\nb)\tStudents recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them.\nENG.7.6.L3. \na)\tStudents check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content.\nb)\tStudents make significant and necessary classifications in the current content that affect the meaning of the generally perceived content.\nc)\tStudents make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning.\nd)\tStudents recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content.\ne)\tStudents make essential inferences and deductions to understand the meaning of the generally perceived current content better.\nf)\tStudents strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content.\ng)\tStudents construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions.\nh)\tStudents position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way.\nENG.7.6.L4. \na)\tStudents individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others.\nc)\tStudents produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content.\nENG.7.6.P1. \na)\tStudents recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses.\nb)\tStudents repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually.\nc)\tStudents talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood.\nd)\tStudents reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content.\ne)\tStudents evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy.\nf)\tStudents utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts.\nENG.7.6.R1. \na)\tStudents recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration.\nb)\tStudentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content.\nc)\tStudents make strong preliminary predictions about the current content based on explored and recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it.\nENG.7.6.R2. \na)\tStudents skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus.\nb)\tStudents scan the current content by reading it silently and quickly to find key and major components.\nc)\tStudents read the current content again silently and carefully to examine any significant semantic and structural details.\nd)\tStudents examine the semantic details in the content carefully to check the accuracy of their initial predictions.\nENG.7.6.R3. \na)\tStudents classify significant and necessary elements of the current content in a meaningful way.\nb)\tStudents compare significant and key elements of the current content with each other or with similar ones in a meaningful way.\nc)\tStudents recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis.\nd)\tStudents make meaningful inferences from information in the current content by examining it critically.\ne)\tStudents internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level.\nENG.7.6.R4. \na)\tStudents convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process.\nENG.7.6.V1. \na)\tStudents make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions.\nb)\tStudents check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context.\nc)\tStudents search the target audio/visual, and/or written content by scanning to find key components of the theme.\nd)\tStudents listen/watching the content carefully and/or read it silently to identify and underline/ circle target unknown words.\ne)\tStudents separate target (key-active) words from the other (non-key-passive) words in the target content.\nf)\tStudents examine relevant target words, phrases, and expressions in the current content to understand how and where they are used.\ng)\tStudents determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words.\nh)\tStudents discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content.\ni)\tStudents determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed.\nj)\tStudents confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the t\"\n\n\n"},{"content":"3. Hafta|13-19 Nisan|                 \"\nENG.7.6.L1. Students can prepare and get ready for listening to/watching about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.L2. Students can bring together the information in the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.L3. Students can make sense of and derive meaning from the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening to)/watching process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others.\nENG.7.6.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to develop holistic and conscious pronunciation skills after recognising them in context.\nENG.7.6.R1. Students can prepare for reading the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” efficiently and effectively.\nENG.7.6.R2. Students can bring information together about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” through skimming, scanning and detailed reading.\nENG.7.6.R3. Students can make sense of and derive meaning from the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others.\nENG.7.6.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” after recognising them in context and developing their conscious and inductive vocabulary learning skills.\nENG.7.6.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.\nENG.7.6.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W3. Students can construct new written content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” based on their understanding of the model(s) provided.\nENG.7.6.W4. Students can practise producing written content based on the current theme “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W5. Students can engage in the process of writing related to the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W6. Students can reconstruct their writing about the current theme on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to communicate effectively about it.\nENG.7.6.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others\nENG.7.6.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.S2. Students can analyse and understand the model content related to “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to support the production of spoken language.\nENG.7.6.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.S4. Students can construct meaningful spoken content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” through efficient and meaningful practice.\nENG.7.6.S5. Students can reconstruct the information about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” when communicating with others.\nENG.7.6.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others.\"\n\n\n","unit":"\"THEME 6\nLIFE IN THE WORLD & CULTURE\"","subject":"\"Sub-themes: “Healthy food and unhealthy food in the world (ecological food) and international sports, films, and musical events”\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for healthy food and unhealthy food in the world (ecological food);\nNouns: A balanced diet, consumption, protein, organic food, fibre-rich food, processed meats, nutrition, junk food, trans fats, agriculture, organic farming, greenhouse, compost, crops, a tournament, an initiative, diversity, a sponsor, significance, concern, recognition, fresh herbs, archery. Verbs: To overeat, to snack, to broadcast, to reduce, to contain, to consume Adjectives: Pesticide-free, sporting, awareness, sustainable, incredible.\nVocabulary for cultural diversity and international sports, films and musical events:\nNouns: A medal, a firework, a multicultural society, a cultural exchange, a cultural diversity, sports fans, a world champion, a winning team, a sports tournament, globalisation, screenings, unity, a participant, a planet, addit","description":"\"\n\nENG.7.6.L1. \na)\tStudents activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully.\nb)\tStudents identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation).\nc)\tStudents make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content.\nd)\tStudents make rational predictions about the current content by looking at the supplementary visual elements provided.\nENG.7.6.L2. \na)\tStudents identify the main topic of the current content in general by listening (to)/watching it as a whole in its context.\nb)\tStudents recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them.\nENG.7.6.L3. \na)\tStudents check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content.\nb)\tStudents make significant and necessary classifications in the current content that affect the meaning of the generally perceived content.\nc)\tStudents make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning.\nd)\tStudents recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content.\ne)\tStudents make essential inferences and deductions to understand the meaning of the generally perceived current content better.\nf)\tStudents strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content.\ng)\tStudents construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions.\nh)\tStudents position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way.\nENG.7.6.L4. \na)\tStudents individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others.\nc)\tStudents produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content.\nENG.7.6.P1. \na)\tStudents recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses.\nb)\tStudents repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually.\nc)\tStudents talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood.\nd)\tStudents reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content.\ne)\tStudents evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy.\nf)\tStudents utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts.\nENG.7.6.R1. \na)\tStudents recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration.\nb)\tStudentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content.\nc)\tStudents make strong preliminary predictions about the current content based on explored and recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it.\nENG.7.6.R2. \na)\tStudents skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus.\nb)\tStudents scan the current content by reading it silently and quickly to find key and major components.\nc)\tStudents read the current content again silently and carefully to examine any significant semantic and structural details.\nd)\tStudents examine the semantic details in the content carefully to check the accuracy of their initial predictions.\nENG.7.6.R3. \na)\tStudents classify significant and necessary elements of the current content in a meaningful way.\nb)\tStudents compare significant and key elements of the current content with each other or with similar ones in a meaningful way.\nc)\tStudents recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis.\nd)\tStudents make meaningful inferences from information in the current content by examining it critically.\ne)\tStudents internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level.\nENG.7.6.R4. \na)\tStudents convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process.\nENG.7.6.V1. \na)\tStudents make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions.\nb)\tStudents check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context.\nc)\tStudents search the target audio/visual, and/or written content by scanning to find key components of the theme.\nd)\tStudents listen/watching the content carefully and/or read it silently to identify and underline/ circle target unknown words.\ne)\tStudents separate target (key-active) words from the other (non-key-passive) words in the target content.\nf)\tStudents examine relevant target words, phrases, and expressions in the current content to understand how and where they are used.\ng)\tStudents determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words.\nh)\tStudents discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content.\ni)\tStudents determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed.\nj)\tStudents confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the t\"\n\n\n"},{"content":"4. Hafta|20-26 Nisan|                 \"\nENG.7.6.L1. Students can prepare and get ready for listening to/watching about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.L2. Students can bring together the information in the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.L3. Students can make sense of and derive meaning from the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening to)/watching process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others.\nENG.7.6.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to develop holistic and conscious pronunciation skills after recognising them in context.\nENG.7.6.R1. Students can prepare for reading the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” efficiently and effectively.\nENG.7.6.R2. Students can bring information together about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” through skimming, scanning and detailed reading.\nENG.7.6.R3. Students can make sense of and derive meaning from the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others.\nENG.7.6.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” after recognising them in context and developing their conscious and inductive vocabulary learning skills.\nENG.7.6.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.\nENG.7.6.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W3. Students can construct new written content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” based on their understanding of the model(s) provided.\nENG.7.6.W4. Students can practise producing written content based on the current theme “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W5. Students can engage in the process of writing related to the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W6. Students can reconstruct their writing about the current theme on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to communicate effectively about it.\nENG.7.6.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others\nENG.7.6.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.S2. Students can analyse and understand the model content related to “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to support the production of spoken language.\nENG.7.6.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.S4. Students can construct meaningful spoken content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” through efficient and meaningful practice.\nENG.7.6.S5. Students can reconstruct the information about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” when communicating with others.\nENG.7.6.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others.\"\n\n\n","unit":"\"THEME 7\nLIFE IN NATURE & GLOBAL PROBLEMS\"","subject":"\"Sub-themes: Influence of technology on global issues (health); influence of technology on problems and solutions about nature\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for the influence of technology on global issues (health):\nNouns: Emergency services, relief, an allergy, a cancer, coronavirus, a crisis, a germ, obesity, a pandemic, recovery, a suffering, an infection, artificial intelligence, a database, graphics, a microscope, radiation, radioactivity, healthcare, procedures, interaction, limitation, addiction, privacy, a research, a patient, an intervention, an exposure, to overhear. Verbs: To detect, to stretch, to collapse, to harm, to heal, to recover, to input, to scan, to conduct, to radiate, to advance, to contribute, to monitor, to tackle, to secure, to distract, to exploit.\nAdjectives: Addicted, genetic, life-limiting, obese, severe, unconscious, virtual, machine-made, electromagnetic, technological, innovative, efficient, vital, secure, constant, critical, virtual, excess","description":"\"\n\nENG.7.6.L1. \na)\tStudents activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully.\nb)\tStudents identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation).\nc)\tStudents make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content.\nd)\tStudents make rational predictions about the current content by looking at the supplementary visual elements provided.\nENG.7.6.L2. \na)\tStudents identify the main topic of the current content in general by listening (to)/watching it as a whole in its context.\nb)\tStudents recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them.\nENG.7.6.L3. \na)\tStudents check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content.\nb)\tStudents make significant and necessary classifications in the current content that affect the meaning of the generally perceived content.\nc)\tStudents make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning.\nd)\tStudents recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content.\ne)\tStudents make essential inferences and deductions to understand the meaning of the generally perceived current content better.\nf)\tStudents strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content.\ng)\tStudents construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions.\nh)\tStudents position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way.\nENG.7.6.L4. \na)\tStudents individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others.\nc)\tStudents produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content.\nENG.7.6.P1. \na)\tStudents recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses.\nb)\tStudents repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually.\nc)\tStudents talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood.\nd)\tStudents reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content.\ne)\tStudents evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy.\nf)\tStudents utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts.\nENG.7.6.R1. \na)\tStudents recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration.\nb)\tStudentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content.\nc)\tStudents make strong preliminary predictions about the current content based on explored and recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it.\nENG.7.6.R2. \na)\tStudents skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus.\nb)\tStudents scan the current content by reading it silently and quickly to find key and major components.\nc)\tStudents read the current content again silently and carefully to examine any significant semantic and structural details.\nd)\tStudents examine the semantic details in the content carefully to check the accuracy of their initial predictions.\nENG.7.6.R3. \na)\tStudents classify significant and necessary elements of the current content in a meaningful way.\nb)\tStudents compare significant and key elements of the current content with each other or with similar ones in a meaningful way.\nc)\tStudents recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis.\nd)\tStudents make meaningful inferences from information in the current content by examining it critically.\ne)\tStudents internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level.\nENG.7.6.R4. \na)\tStudents convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process.\nENG.7.6.V1. \na)\tStudents make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions.\nb)\tStudents check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context.\nc)\tStudents search the target audio/visual, and/or written content by scanning to find key components of the theme.\nd)\tStudents listen/watching the content carefully and/or read it silently to identify and underline/ circle target unknown words.\ne)\tStudents separate target (key-active) words from the other (non-key-passive) words in the target content.\nf)\tStudents examine relevant target words, phrases, and expressions in the current content to understand how and where they are used.\ng)\tStudents determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words.\nh)\tStudents discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content.\ni)\tStudents determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed.\nj)\tStudents confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the t\"\n\n\n"},{"content":"5. Hafta|27 Nisan-03 Mayıs|                 \"\nENG.7.6.L1. Students can prepare and get ready for listening to/watching about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.L2. Students can bring together the information in the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.L3. Students can make sense of and derive meaning from the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening to)/watching process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others.\nENG.7.6.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to develop holistic and conscious pronunciation skills after recognising them in context.\nENG.7.6.R1. Students can prepare for reading the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” efficiently and effectively.\nENG.7.6.R2. Students can bring information together about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” through skimming, scanning and detailed reading.\nENG.7.6.R3. Students can make sense of and derive meaning from the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others.\nENG.7.6.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” after recognising them in context and developing their conscious and inductive vocabulary learning skills.\nENG.7.6.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.\nENG.7.6.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W3. Students can construct new written content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” based on their understanding of the model(s) provided.\nENG.7.6.W4. Students can practise producing written content based on the current theme “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W5. Students can engage in the process of writing related to the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W6. Students can reconstruct their writing about the current theme on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to communicate effectively about it.\nENG.7.6.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others\nENG.7.6.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.S2. Students can analyse and understand the model content related to “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to support the production of spoken language.\nENG.7.6.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.S4. Students can construct meaningful spoken content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” through efficient and meaningful practice.\nENG.7.6.S5. Students can reconstruct the information about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” when communicating with others.\nENG.7.6.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others.\"\n\n\n","unit":"\"THEME 7\nLIFE IN NATURE & GLOBAL PROBLEMS\"","subject":"\"Sub-themes: Influence of technology on global issues (health); influence of technology on problems and solutions about nature\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for the influence of technology on global issues (health):\nNouns: Emergency services, relief, an allergy, a cancer, coronavirus, a crisis, a germ, obesity, a pandemic, recovery, a suffering, an infection, artificial intelligence, a database, graphics, a microscope, radiation, radioactivity, healthcare, procedures, interaction, limitation, addiction, privacy, a research, a patient, an intervention, an exposure, to overhear. Verbs: To detect, to stretch, to collapse, to harm, to heal, to recover, to input, to scan, to conduct, to radiate, to advance, to contribute, to monitor, to tackle, to secure, to distract, to exploit.\nAdjectives: Addicted, genetic, life-limiting, obese, severe, unconscious, virtual, machine-made, electromagnetic, technological, innovative, efficient, vital, secure, constant, critical, virtual, excess","description":"\"\n\nENG.7.6.L1. \na)\tStudents activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully.\nb)\tStudents identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation).\nc)\tStudents make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content.\nd)\tStudents make rational predictions about the current content by looking at the supplementary visual elements provided.\nENG.7.6.L2. \na)\tStudents identify the main topic of the current content in general by listening (to)/watching it as a whole in its context.\nb)\tStudents recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them.\nENG.7.6.L3. \na)\tStudents check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content.\nb)\tStudents make significant and necessary classifications in the current content that affect the meaning of the generally perceived content.\nc)\tStudents make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning.\nd)\tStudents recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content.\ne)\tStudents make essential inferences and deductions to understand the meaning of the generally perceived current content better.\nf)\tStudents strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content.\ng)\tStudents construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions.\nh)\tStudents position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way.\nENG.7.6.L4. \na)\tStudents individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others.\nc)\tStudents produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content.\nENG.7.6.P1. \na)\tStudents recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses.\nb)\tStudents repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually.\nc)\tStudents talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood.\nd)\tStudents reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content.\ne)\tStudents evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy.\nf)\tStudents utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts.\nENG.7.6.R1. \na)\tStudents recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration.\nb)\tStudentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content.\nc)\tStudents make strong preliminary predictions about the current content based on explored and recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it.\nENG.7.6.R2. \na)\tStudents skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus.\nb)\tStudents scan the current content by reading it silently and quickly to find key and major components.\nc)\tStudents read the current content again silently and carefully to examine any significant semantic and structural details.\nd)\tStudents examine the semantic details in the content carefully to check the accuracy of their initial predictions.\nENG.7.6.R3. \na)\tStudents classify significant and necessary elements of the current content in a meaningful way.\nb)\tStudents compare significant and key elements of the current content with each other or with similar ones in a meaningful way.\nc)\tStudents recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis.\nd)\tStudents make meaningful inferences from information in the current content by examining it critically.\ne)\tStudents internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level.\nENG.7.6.R4. \na)\tStudents convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process.\nENG.7.6.V1. \na)\tStudents make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions.\nb)\tStudents check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context.\nc)\tStudents search the target audio/visual, and/or written content by scanning to find key components of the theme.\nd)\tStudents listen/watching the content carefully and/or read it silently to identify and underline/ circle target unknown words.\ne)\tStudents separate target (key-active) words from the other (non-key-passive) words in the target content.\nf)\tStudents examine relevant target words, phrases, and expressions in the current content to understand how and where they are used.\ng)\tStudents determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words.\nh)\tStudents discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content.\ni)\tStudents determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed.\nj)\tStudents confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the t\"\n\n\n"},{"content":"1. Hafta|04-10 Mayıs|                 \"\nENG.7.6.L1. Students can prepare and get ready for listening to/watching about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.L2. Students can bring together the information in the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.L3. Students can make sense of and derive meaning from the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening to)/watching process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others.\nENG.7.6.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to develop holistic and conscious pronunciation skills after recognising them in context.\nENG.7.6.R1. Students can prepare for reading the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” efficiently and effectively.\nENG.7.6.R2. Students can bring information together about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” through skimming, scanning and detailed reading.\nENG.7.6.R3. Students can make sense of and derive meaning from the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others.\nENG.7.6.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” after recognising them in context and developing their conscious and inductive vocabulary learning skills.\nENG.7.6.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.\nENG.7.6.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W3. Students can construct new written content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” based on their understanding of the model(s) provided.\nENG.7.6.W4. Students can practise producing written content based on the current theme “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W5. Students can engage in the process of writing related to the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W6. Students can reconstruct their writing about the current theme on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to communicate effectively about it.\nENG.7.6.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others\nENG.7.6.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.S2. Students can analyse and understand the model content related to “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to support the production of spoken language.\nENG.7.6.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.S4. Students can construct meaningful spoken content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” through efficient and meaningful practice.\nENG.7.6.S5. Students can reconstruct the information about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” when communicating with others.\nENG.7.6.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others.\"\n\n\n","unit":"\"THEME 7\nLIFE IN NATURE & GLOBAL PROBLEMS\"","subject":"\"Sub-themes: Influence of technology on global issues (health); influence of technology on problems and solutions about nature\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for the influence of technology on global issues (health):\nNouns: Emergency services, relief, an allergy, a cancer, coronavirus, a crisis, a germ, obesity, a pandemic, recovery, a suffering, an infection, artificial intelligence, a database, graphics, a microscope, radiation, radioactivity, healthcare, procedures, interaction, limitation, addiction, privacy, a research, a patient, an intervention, an exposure, to overhear. Verbs: To detect, to stretch, to collapse, to harm, to heal, to recover, to input, to scan, to conduct, to radiate, to advance, to contribute, to monitor, to tackle, to secure, to distract, to exploit.\nAdjectives: Addicted, genetic, life-limiting, obese, severe, unconscious, virtual, machine-made, electromagnetic, technological, innovative, efficient, vital, secure, constant, critical, virtual, excess","description":"\"\n\nENG.7.6.L1. \na)\tStudents activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully.\nb)\tStudents identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation).\nc)\tStudents make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content.\nd)\tStudents make rational predictions about the current content by looking at the supplementary visual elements provided.\nENG.7.6.L2. \na)\tStudents identify the main topic of the current content in general by listening (to)/watching it as a whole in its context.\nb)\tStudents recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them.\nENG.7.6.L3. \na)\tStudents check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content.\nb)\tStudents make significant and necessary classifications in the current content that affect the meaning of the generally perceived content.\nc)\tStudents make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning.\nd)\tStudents recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content.\ne)\tStudents make essential inferences and deductions to understand the meaning of the generally perceived current content better.\nf)\tStudents strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content.\ng)\tStudents construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions.\nh)\tStudents position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way.\nENG.7.6.L4. \na)\tStudents individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others.\nc)\tStudents produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content.\nENG.7.6.P1. \na)\tStudents recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses.\nb)\tStudents repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually.\nc)\tStudents talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood.\nd)\tStudents reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content.\ne)\tStudents evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy.\nf)\tStudents utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts.\nENG.7.6.R1. \na)\tStudents recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration.\nb)\tStudentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content.\nc)\tStudents make strong preliminary predictions about the current content based on explored and recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it.\nENG.7.6.R2. \na)\tStudents skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus.\nb)\tStudents scan the current content by reading it silently and quickly to find key and major components.\nc)\tStudents read the current content again silently and carefully to examine any significant semantic and structural details.\nd)\tStudents examine the semantic details in the content carefully to check the accuracy of their initial predictions.\nENG.7.6.R3. \na)\tStudents classify significant and necessary elements of the current content in a meaningful way.\nb)\tStudents compare significant and key elements of the current content with each other or with similar ones in a meaningful way.\nc)\tStudents recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis.\nd)\tStudents make meaningful inferences from information in the current content by examining it critically.\ne)\tStudents internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level.\nENG.7.6.R4. \na)\tStudents convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process.\nENG.7.6.V1. \na)\tStudents make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions.\nb)\tStudents check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context.\nc)\tStudents search the target audio/visual, and/or written content by scanning to find key components of the theme.\nd)\tStudents listen/watching the content carefully and/or read it silently to identify and underline/ circle target unknown words.\ne)\tStudents separate target (key-active) words from the other (non-key-passive) words in the target content.\nf)\tStudents examine relevant target words, phrases, and expressions in the current content to understand how and where they are used.\ng)\tStudents determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words.\nh)\tStudents discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content.\ni)\tStudents determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed.\nj)\tStudents confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the t\"\n\n\n"},{"content":"2. Hafta|11-17 Mayıs|                 \"\nENG.7.6.L1. Students can prepare and get ready for listening to/watching about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.L2. Students can bring together the information in the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.L3. Students can make sense of and derive meaning from the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening to)/watching process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others.\nENG.7.6.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to develop holistic and conscious pronunciation skills after recognising them in context.\nENG.7.6.R1. Students can prepare for reading the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” efficiently and effectively.\nENG.7.6.R2. Students can bring information together about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” through skimming, scanning and detailed reading.\nENG.7.6.R3. Students can make sense of and derive meaning from the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others.\nENG.7.6.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” after recognising them in context and developing their conscious and inductive vocabulary learning skills.\nENG.7.6.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.\nENG.7.6.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W3. Students can construct new written content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” based on their understanding of the model(s) provided.\nENG.7.6.W4. Students can practise producing written content based on the current theme “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W5. Students can engage in the process of writing related to the content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.W6. Students can reconstruct their writing about the current theme on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to communicate effectively about it.\nENG.7.6.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others\nENG.7.6.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.S2. Students can analyse and understand the model content related to “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” to support the production of spoken language.\nENG.7.6.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events”.\nENG.7.6.S4. Students can construct meaningful spoken content about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” through efficient and meaningful practice.\nENG.7.6.S5. Students can reconstruct the information about “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” when communicating with others.\nENG.7.6.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the world and culture with healthy food and unhealthy food in the world (ecological food) and international events” in relation to themselves or others, both individually and/or with others.\"\n\n\n","unit":"\"THEME 7\nLIFE IN NATURE & GLOBAL PROBLEMS\"","subject":"\"Sub-themes: Influence of technology on global issues (health); influence of technology on problems and solutions about nature\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for the influence of technology on global issues (health):\nNouns: Emergency services, relief, an allergy, a cancer, coronavirus, a crisis, a germ, obesity, a pandemic, recovery, a suffering, an infection, artificial intelligence, a database, graphics, a microscope, radiation, radioactivity, healthcare, procedures, interaction, limitation, addiction, privacy, a research, a patient, an intervention, an exposure, to overhear. Verbs: To detect, to stretch, to collapse, to harm, to heal, to recover, to input, to scan, to conduct, to radiate, to advance, to contribute, to monitor, to tackle, to secure, to distract, to exploit.\nAdjectives: Addicted, genetic, life-limiting, obese, severe, unconscious, virtual, machine-made, electromagnetic, technological, innovative, efficient, vital, secure, constant, critical, virtual, excess","description":"\"\n\nENG.7.6.L1. \na)\tStudents activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully.\nb)\tStudents identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation).\nc)\tStudents make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content.\nd)\tStudents make rational predictions about the current content by looking at the supplementary visual elements provided.\nENG.7.6.L2. \na)\tStudents identify the main topic of the current content in general by listening (to)/watching it as a whole in its context.\nb)\tStudents recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them.\nENG.7.6.L3. \na)\tStudents check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content.\nb)\tStudents make significant and necessary classifications in the current content that affect the meaning of the generally perceived content.\nc)\tStudents make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning.\nd)\tStudents recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content.\ne)\tStudents make essential inferences and deductions to understand the meaning of the generally perceived current content better.\nf)\tStudents strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content.\ng)\tStudents construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions.\nh)\tStudents position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way.\nENG.7.6.L4. \na)\tStudents individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others.\nc)\tStudents produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content.\nENG.7.6.P1. \na)\tStudents recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses.\nb)\tStudents repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually.\nc)\tStudents talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood.\nd)\tStudents reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content.\ne)\tStudents evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy.\nf)\tStudents utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts.\nENG.7.6.R1. \na)\tStudents recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration.\nb)\tStudentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, pastexperiences and clues to current content.\nc)\tStudents make strong preliminary predictions about the current content based on explored and recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it.\nENG.7.6.R2. \na)\tStudents skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus.\nb)\tStudents scan the current content by reading it silently and quickly to find key and major components.\nc)\tStudents read the current content again silently and carefully to examine any significant semantic and structural details.\nd)\tStudents examine the semantic details in the content carefully to check the accuracy of their initial predictions.\nENG.7.6.R3. \na)\tStudents classify significant and necessary elements of the current content in a meaningful way.\nb)\tStudents compare significant and key elements of the current content with each other or with similar ones in a meaningful way.\nc)\tStudents recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis.\nd)\tStudents make meaningful inferences from information in the current content by examining it critically.\ne)\tStudents internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level.\nENG.7.6.R4. \na)\tStudents convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process.\nENG.7.6.V1. \na)\tStudents make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions.\nb)\tStudents check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context.\nc)\tStudents search the target audio/visual, and/or written content by scanning to find key components of the theme.\nd)\tStudents listen/watching the content carefully and/or read it silently to identify and underline/ circle target unknown words.\ne)\tStudents separate target (key-active) words from the other (non-key-passive) words in the target content.\nf)\tStudents examine relevant target words, phrases, and expressions in the current content to understand how and where they are used.\ng)\tStudents determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words.\nh)\tStudents discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content.\ni)\tStudents determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed.\nj)\tStudents confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the t\"\n\n\n"},{"content":"3. Hafta|18-24 Mayıs|                 \"ENG.7.8.L1. Students can prepare and get ready for listening (to)/watching about the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”.\nENG.7.8.L2. Students can bring together the information in the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”.\nENG.7.8.L3. Students can make sense of and derive meaning from the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”.\nENG.7.8.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” in relation to themselves or others, both individually and/or with others.  \nENG.7.8.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “life in the universe and future with time travel; future technologies and their use (robots, robotics)” to develop holistic and conscious pronunciation skills after recognising them in context.\nENG.7.8.R1. Students can prepare for reading the content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” efficiently and effectively.\nENG.7.8.R2. Students can bring information together about the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” through skimming, scanning and detailed reading.\nENG.7.8.R3. Students can make sense of and derive meaning from the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”.\nENG.7.8.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” in relation to themselves or others, both individually and/or with others.\"","unit":"\"THEME 8\nLIFE IN THE UNIVERSE & FUTURE\"","subject":"\"Sub-themes: Time travel; future technologies and their use (robots, robotics)\n\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for time travel:\nNouns: A lifetime, an ancestor, a legend, a myth, navigation, timing, wormhole, teleportation, relativity, timeline, phenomena, a selection, multiverse, a transition, self, a concept, interval, a pause. Verbs: To rewind, to pace, to alter, to modify, to interrupt, to disturb, to observe, to witness, to pause. Adjectives: Inevitable, magnificent, prior, temporal, alternate, entire, mythical, widely held, fictional, hypothetical, dimensional, multiple, magnificent, ongoing, significant, accurate. Adverbs: Remarkably, likewise, afterwards, beyond, instantly, potentially.\"","description":"\"ENG.7.8.L1.\na)\tStudents activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully.\nb)\tStudents identify significant and necessary relationships and connections between their pre- existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation).\nc)\tStudents make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content.\nd)\tStudents make rational predictions about the current content by looking at the supplementary visual elements provided.\nENG.7.8.L2. \na)\tStudents identify the main topic of the current content in general by listening (to)/watching it as a whole in its context.\nb)\tStudents recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them.\nENG.7.8.L3.\na)\tStudents check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content.\nb)\tStudents make significant and necessary classifications in the current content that affect the meaning of the generally perceived content.\nc)\tStudents make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning.\nd)\tStudents recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content.\ne)\tStudents make essential inferences and deductions to understand the meaning of the generally perceived current content better.\nf)\tStudents strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content.\ng)\tStudents construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions.\nh)\tStudents position, internalise and personalise current content in an individualised, age- appropriate and level-appropriate way.\nENG.7.8.L4.\na)\tStudents individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others.\nc)\tStudents produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content.\n\nENG.7.8.P1. \na)\tStudents recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses.\nb)\tStudents repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually.\nc)\tStudents talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood.\nd)\tStudents reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content.\ne)\tStudents evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy.\nf)\tStudents utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts.\nENG.7.8.R1.\na)\tStudents recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration.\nb)\tStudentsrecognisesignificantrelationshipsbetweenpre-existingknowledge, past experiences and clues to current content.\nc)\tStudents make strong preliminary predictions about the current content based on explored and recognised relationships.\nd)\tStudents make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it.\""},{"content":"4. Hafta|25-31 Mayıs|                 EID AL-ADHA","unit":"EID AL-ADHA","subject":"EID AL-ADHA","description":"EID AL-ADHA"},{"content":"1. Hafta|01-07 Haziran|                 SCHOOL BASED PLANNING*\t\t\t\t\t\t\t\t\t\"ENG.7.8.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the universe and future with time travel; future technologies and their use (robots, robotics)” after recognising them in context and developing their conscious and inductive vocabulary learning skills.\nENG.7.8.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the universe and future with time travel; future technologies and their use (robots, robotics)”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.\nENG.7.8.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in the universe and future with time travel; future technologies and their use (robots, robotics)”.\nENG.7.8.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”.\nENG.7.8.W3. Students can construct new written content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” based on their understanding of the model(s) provided.\nENG.7.8.W4. Students can practise producing written content based on the current theme “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. \nENG.7.8.W5. Students can engage in the process of writing related to the content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. \nENG.7.8.W6. Students can reconstruct their writing about the current theme on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” to communicate effectively about it.\nENG.7.8.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” in relation to themselves or others, both individually and/or with others.\nENG.7.8.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”.\nENG.7.8.S2. Students can analyse and understand the model content related to “life in the universe and future with time travel; future technologies and their use (robots, robotics)” to support the production of spoken language.\nENG.7.8.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”.\nENG.7.8.S4. Students can construct meaningful spoken content about “life in the universe and future with time travel; future technologies and their use (robots, robotics)” through efficient and meaningful practice.  \nENG.7.8.S5. Students can reconstruct the information about “life in the universe and future with time travel; future technologies and their use (robots, robotics)” when communicating with others. \nENG.7.8.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” in relation to themselves or others, both individually and/or with others. \"\n\n","unit":"SCHOOL BASED PLANNING*\t\t\t\t\t\t\t\t\t\"THEME 8\nLIFE IN THE UNIVERSE & FUTURE\"","subject":"SCHOOL BASED PLANNING*\t\t\t\t\t\t\t\t\t\"Vocabulary for future technologies and their use (robots, robotics):\nNouns: A receiver, a sector, companionship, human-robot, a workplace, consideration, labour, surgery, input, household, agriculture, crops, gaming, an implication, over-reliance, construction, motion, delivery, protection, interaction, regard, capacity, characteristic, input, participation. Verbs: To reinforce, to rebuild, to convert, to manufacture, to survey, to model, to equip, to enable, to detect, to operate, to enhance, to evolve, to regard, to integrate, to launch, to observe, to monitor, to evaluate, to adjust. Adjectives: Predictable, principal, optimistic, contemporary, elderly, ethical, industrial, capable, autonomous, efficient, maximum, minimum, mechanical, desired, realistic, accurate. Adverbs: Potentially, alongside, automatically, gradually, via, precisely.\n\nTarget Grammatical Structures in Use:\n-Conditional 2: (If robots worked alongside humans, it could improve productivity a lot).\n-Wish Clau","description":"SCHOOL BASED PLANNING*\t\t\t\t\t\t\t\t\t\"ENG.7.8.R2.\na)\tStudents skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus.\nb)\tStudents scan the current content by reading it silently and quickly to find key and major components.\nc)\tStudents read the current content again silently and carefully to examine any significant semantic and structural details.\nd)\tStudents examine the semantic details in the content carefully to check the accuracy of their initial predictions.\nENG.7.8.R3.\na)\tStudents classify significant and necessary elements of the current content in a meaningful way.\nb)\tStudents compare significant and key elements of the current content with each other or with similar ones in a meaningful way.\nc)\tStudents recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis.\nd)\tStudents make meaningful inferences from information in the current content by examining it critically.\ne)\tStudents internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level.   \nENG.7.8.R4. \na)\tStudents convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process.    \nENG.7.8.V1. \na)\tStudents make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions.\nb)\tStudents check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context.\nc)\tStudents search the target audio/visual, and/or written content by scanning to find key components of the theme.\nd)\tStudents listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words.\ne)\tStudents separate target (key-active) words from the other (non-key-passive) words in the target content.\nf)\tStudents examine relevant target words, phrases, and expressions in the current content to understand how and where they are used.\ng)\tStudents determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words.\nh)\tStudents discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content.\ni)\tStudents determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed.\nj)\tStudents confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries.\nk)\tStudentsmakeuseofthetargetwordsofthecurrentthemeinarangeofsemanticallyassociated contextual activities and tasks accurately, naturally, authentically, and appropriately.\nl)\tStudents make use ofthe targetwords ofthe current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others.\nENG.7.8.G1. \na)\tStudents listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme.\nb)\tStudents examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning.\nc)\tStudents analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples.\nd)\tStudents find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups.\ne)\tStudents discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity.\nf)\tStudents formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups.\ng)\tStudents engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered.\nh)\tStudents practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities.\ni)\tStudents produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules.\nj)\tStudents produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules.\nENG.7.8.W1. \na)\tStudents relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them.\nb)\tStudents understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions.\nENG.7.8.W2. \na)\tStudents grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required.\nENG.7.8.W3.\na)\tStudents share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme.\nb)\tStudents plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme.\nc)\tStudents conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level.\nd)\tStudents produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level.\ne)\tStudents organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level.\nf)\tStudents modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level.\nENG.7.8.W4.\na)\tStudents present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level.\nb)\tStudents use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level.\nc)\tStudents use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level.\nd)\tStudents express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task.\nENG.\"\n\n"},{"content":"2. Hafta|08-14 Haziran|                             \"ENG.7.8.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the universe and future with time travel; future technologies and their use (robots, robotics)” after recognising them in context and developing their conscious and inductive vocabulary learning skills.\nENG.7.8.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the universe and future with time travel; future technologies and their use (robots, robotics)”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.\nENG.7.8.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in the universe and future with time travel; future technologies and their use (robots, robotics)”.\nENG.7.8.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”.\nENG.7.8.W3. Students can construct new written content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” based on their understanding of the model(s) provided.\nENG.7.8.W4. Students can practise producing written content based on the current theme “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. \nENG.7.8.W5. Students can engage in the process of writing related to the content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. \nENG.7.8.W6. Students can reconstruct their writing about the current theme on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” to communicate effectively about it.\nENG.7.8.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” in relation to themselves or others, both individually and/or with others.\nENG.7.8.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”.\nENG.7.8.S2. Students can analyse and understand the model content related to “life in the universe and future with time travel; future technologies and their use (robots, robotics)” to support the production of spoken language.\nENG.7.8.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”.\nENG.7.8.S4. Students can construct meaningful spoken content about “life in the universe and future with time travel; future technologies and their use (robots, robotics)” through efficient and meaningful practice.  \nENG.7.8.S5. Students can reconstruct the information about “life in the universe and future with time travel; future technologies and their use (robots, robotics)” when communicating with others. \nENG.7.8.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” in relation to themselves or others, both individually and/or with others. \"\n\n","unit":"\"THEME 8\nLIFE IN THE UNIVERSE & FUTURE\"","subject":"\"Vocabulary for future technologies and their use (robots, robotics):\nNouns: A receiver, a sector, companionship, human-robot, a workplace, consideration, labour, surgery, input, household, agriculture, crops, gaming, an implication, over-reliance, construction, motion, delivery, protection, interaction, regard, capacity, characteristic, input, participation. Verbs: To reinforce, to rebuild, to convert, to manufacture, to survey, to model, to equip, to enable, to detect, to operate, to enhance, to evolve, to regard, to integrate, to launch, to observe, to monitor, to evaluate, to adjust. Adjectives: Predictable, principal, optimistic, contemporary, elderly, ethical, industrial, capable, autonomous, efficient, maximum, minimum, mechanical, desired, realistic, accurate. Adverbs: Potentially, alongside, automatically, gradually, via, precisely.\n\nTarget Grammatical Structures in Use:\n-Conditional 2: (If robots worked alongside humans, it could improve productivity a lot).\n-Wish Clauses (was/were): (I wish there w","description":"\"ENG.7.8.R2.\na)\tStudents skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus.\nb)\tStudents scan the current content by reading it silently and quickly to find key and major components.\nc)\tStudents read the current content again silently and carefully to examine any significant semantic and structural details.\nd)\tStudents examine the semantic details in the content carefully to check the accuracy of their initial predictions.\nENG.7.8.R3.\na)\tStudents classify significant and necessary elements of the current content in a meaningful way.\nb)\tStudents compare significant and key elements of the current content with each other or with similar ones in a meaningful way.\nc)\tStudents recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis.\nd)\tStudents make meaningful inferences from information in the current content by examining it critically.\ne)\tStudents internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level.   \nENG.7.8.R4. \na)\tStudents convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process.    \nENG.7.8.V1. \na)\tStudents make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions.\nb)\tStudents check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context.\nc)\tStudents search the target audio/visual, and/or written content by scanning to find key components of the theme.\nd)\tStudents listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words.\ne)\tStudents separate target (key-active) words from the other (non-key-passive) words in the target content.\nf)\tStudents examine relevant target words, phrases, and expressions in the current content to understand how and where they are used.\ng)\tStudents determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words.\nh)\tStudents discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content.\ni)\tStudents determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed.\nj)\tStudents confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries.\nk)\tStudentsmakeuseofthetargetwordsofthecurrentthemeinarangeofsemanticallyassociated contextual activities and tasks accurately, naturally, authentically, and appropriately.\nl)\tStudents make use ofthe targetwords ofthe current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others.\nENG.7.8.G1. \na)\tStudents listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme.\nb)\tStudents examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning.\nc)\tStudents analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples.\nd)\tStudents find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups.\ne)\tStudents discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity.\nf)\tStudents formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups.\ng)\tStudents engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered.\nh)\tStudents practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities.\ni)\tStudents produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules.\nj)\tStudents produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules.\nENG.7.8.W1. \na)\tStudents relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them.\nb)\tStudents understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions.\nENG.7.8.W2. \na)\tStudents grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required.\nENG.7.8.W3.\na)\tStudents share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme.\nb)\tStudents plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme.\nc)\tStudents conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level.\nd)\tStudents produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level.\ne)\tStudents organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level.\nf)\tStudents modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level.\nENG.7.8.W4.\na)\tStudents present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level.\nb)\tStudents use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level.\nc)\tStudents use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level.\nd)\tStudents express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task.\nENG.\"\n\n"},{"content":"3. Hafta|15-21 Haziran|                 \"ENG.7.8.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “life in the universe and future with time travel; future technologies and their use (robots, robotics)” after recognising them in context and developing their conscious and inductive vocabulary learning skills.\nENG.7.8.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “life in the universe and future with time travel; future technologies and their use (robots, robotics)”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.\nENG.7.8.W1. Students can prepare for writing efficiently and accurately based on the current content about “life in the universe and future with time travel; future technologies and their use (robots, robotics)”.\nENG.7.8.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”.\nENG.7.8.W3. Students can construct new written content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” based on their understanding of the model(s) provided.\nENG.7.8.W4. Students can practise producing written content based on the current theme “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. \nENG.7.8.W5. Students can engage in the process of writing related to the content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”. \nENG.7.8.W6. Students can reconstruct their writing about the current theme on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” to communicate effectively about it.\nENG.7.8.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” in relation to themselves or others, both individually and/or with others.\nENG.7.8.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”.\nENG.7.8.S2. Students can analyse and understand the model content related to “life in the universe and future with time travel; future technologies and their use (robots, robotics)” to support the production of spoken language.\nENG.7.8.S3. Students can produce meaningful and accurate spoken content related to the current theme on “life in the universe and future with time travel; future technologies and their use (robots, robotics)”.\nENG.7.8.S4. Students can construct meaningful spoken content about “life in the universe and future with time travel; future technologies and their use (robots, robotics)” through efficient and meaningful practice.  \nENG.7.8.S5. Students can reconstruct the information about “life in the universe and future with time travel; future technologies and their use (robots, robotics)” when communicating with others. \nENG.7.8.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “life in the universe and future with time travel; future technologies and their use (robots, robotics)” in relation to themselves or others, both individually and/or with others. \"\n\n","unit":"\"THEME 8\nLIFE IN THE UNIVERSE & FUTURE\"","subject":"\"Vocabulary for future technologies and their use (robots, robotics):\nNouns: A receiver, a sector, companionship, human-robot, a workplace, consideration, labour, surgery, input, household, agriculture, crops, gaming, an implication, over-reliance, construction, motion, delivery, protection, interaction, regard, capacity, characteristic, input, participation. Verbs: To reinforce, to rebuild, to convert, to manufacture, to survey, to model, to equip, to enable, to detect, to operate, to enhance, to evolve, to regard, to integrate, to launch, to observe, to monitor, to evaluate, to adjust. Adjectives: Predictable, principal, optimistic, contemporary, elderly, ethical, industrial, capable, autonomous, efficient, maximum, minimum, mechanical, desired, realistic, accurate. Adverbs: Potentially, alongside, automatically, gradually, via, precisely.\n\nTarget Grammatical Structures in Use:\n-Conditional 2: (If robots worked alongside humans, it could improve productivity a lot).\n-Wish Clauses (was/were): (I wish there w","description":"\"ENG.7.8.R2.\na)\tStudents skim the current content by looking very quickly and carefully at the surrounding visual materials to identify its general focus.\nb)\tStudents scan the current content by reading it silently and quickly to find key and major components.\nc)\tStudents read the current content again silently and carefully to examine any significant semantic and structural details.\nd)\tStudents examine the semantic details in the content carefully to check the accuracy of their initial predictions.\nENG.7.8.R3.\na)\tStudents classify significant and necessary elements of the current content in a meaningful way.\nb)\tStudents compare significant and key elements of the current content with each other or with similar ones in a meaningful way.\nc)\tStudents recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis.\nd)\tStudents make meaningful inferences from information in the current content by examining it critically.\ne)\tStudents internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level.   \nENG.7.8.R4. \na)\tStudents convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process.\nb)\tStudents share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others.\nc)\tStudents produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process.    \nENG.7.8.V1. \na)\tStudents make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions.\nb)\tStudents check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context.\nc)\tStudents search the target audio/visual, and/or written content by scanning to find key components of the theme.\nd)\tStudents listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words.\ne)\tStudents separate target (key-active) words from the other (non-key-passive) words in the target content.\nf)\tStudents examine relevant target words, phrases, and expressions in the current content to understand how and where they are used.\ng)\tStudents determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words.\nh)\tStudents discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content.\ni)\tStudents determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed.\nj)\tStudents confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries.\nk)\tStudentsmakeuseofthetargetwordsofthecurrentthemeinarangeofsemanticallyassociated contextual activities and tasks accurately, naturally, authentically, and appropriately.\nl)\tStudents make use ofthe targetwords ofthe current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others.\nENG.7.8.G1. \na)\tStudents listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme.\nb)\tStudents examine example sentences provided by the teacher or instructional materials including target grammatical items to see how the target grammatical structure(s) of the target theme is/are used to construct a meaning or contribute to meaning.\nc)\tStudents analyse current audio, visual, and/or written content presented in context to identify sentences similar to those provided as examples.\nd)\tStudents find the commonalities between the sentences identified and those exemplified by the teacher or materials through careful comparison in pairs and/or groups.\ne)\tStudents discover the characteristics of the commonalities in the sentences in the current content by discussing them in pairs or groups as an awareness/consciousness-raising activity.\nf)\tStudents formulate rule(s) about the same/target grammar structure(s) of the current theme based on their observations and discussions in pairs or groups.\ng)\tStudents engage in contextual activities on the use of target grammatical structures (grammaring) of the current theme to explain and justify the grammar rule(s) they have discovered.\nh)\tStudents practise to consolidate their understanding of the target grammar that they discovered by selecting accurate and meaningful items in meaningful and contextualised activities.\ni)\tStudents produce accurate and unique verbal or written content by using target grammar consciously and in a natural way, without thinking about the rules.\nj)\tStudents produce new spoken/written content by using the target grammatical structures efficiently, authentically, automatically, and naturally in context when communicating with others without thinking about rules.\nENG.7.8.W1. \na)\tStudents relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them.\nb)\tStudents understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions.\nENG.7.8.W2. \na)\tStudents grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required.\nENG.7.8.W3.\na)\tStudents share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme.\nb)\tStudents plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme.\nc)\tStudents conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level.\nd)\tStudents produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level.\ne)\tStudents organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level.\nf)\tStudents modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level.\nENG.7.8.W4.\na)\tStudents present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and language level.\nb)\tStudents use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level.\nc)\tStudents use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level.\nd)\tStudents express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task.\nENG.\"\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":"6950fd14b25c7531f79d57b1"}