2026-2027 9. Sınıf İngilizce Yıllık Planı (Hazırlık sınıfı olan lise)

Eylül

1. hafta 14-18 Eylül 2026

4

ORIENTATION

15 Temmuz Demokrasi ve Millî Birlik Günü

Eylül

2. hafta 21-25 Eylül 2026

4

REVISION 1

Sub-themes represented in Revision 1 (A2 Prep Year Themes 1-8): Theme 1 - School Life: school rules, events and activities at school; people, roles and responsibilities at school. Theme 2 - Classroom Life: classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom. Theme 3 - Personal Life: body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits. Theme 4 - Family Life: family members; routines and hobbies of family members; relationships in the family. Theme 5 - Life in the Neighbourhood and City: attractions and recreational places; transportation in the neighbourhood and city. Theme 6 - Life in the World: continents, countries and nationalities; food and food culture from different parts of the world. Theme 7 - Life in Nature: daily activities in nature; extreme weather conditions; adventures in nature. Theme 8 - Life in the Universe: planets and satellites in the solar system; facts about planets; the Earth as a planet.

REVISION 1 revises the A2 Prep Year Themes 1-8 through integrated listening/watching, reading, speaking, writing, vocabulary and grammaring tasks. Applicable theme-specific codes across ENG.PREP.1-ENG.PREP.8: L1-L3, P1, R1-R3, V1, G1, W1-W4/W6 and S1-S5. Listening/Watching-Comprehension (L1-L3): Students can prepare and get ready for listening (to)/watching, bring together information, and make sense of and derive meaning from dialogues, podcasts, quiz shows and interviews related to the Revision 1 content. Pronunciation: Selection and Use (P1): Students can select and use target pronunciation, stress and intonation accurately and naturally while acting out dialogues, recording a podcast and taking part in quiz-show interaction. Reading-Comprehension (R1-R3): Students can prepare for reading; bring information together through skimming, scanning and detailed reading; and make sense of and derive meaning from school, family, travel, nature and space texts. Vocabulary: Selection and Use (V1): Students can recognise, infer, verify, select and use target vocabulary accurately and appropriately in the revised contexts. Grammaring: Selection and Use (G1): Students can recognise, discover, practise and use revised grammatical items in meaningful contexts to communicate accurately and naturally. Writing-Expression (W1-W4, W6): Students can prepare for writing, analyse model content, plan and construct new written content, practise producing it with appropriate vocabulary and grammar, and reconstruct information to communicate effectively in campaign descriptions, emails, travel blogs and narrative paragraphs. Speaking-Expression (S1-S5): Students can prepare to speak, analyse model spoken content, plan and construct meaningful spoken content, present it accurately and fluently, and reconstruct information when communicating in dialogues, podcasts and quiz-show tasks.

DIAGNOSTIC, FORMATIVE, AND PERFORMANCE-BASED ASSESSMENT • Listening/Watching-Comprehension: Students’ understanding of gist, specific information, details, and inferences is assessed through true/false, multiple-choice, and short-answer tasks. • Reading-Comprehension: Prediction, skimming, scanning, vocabulary-in-context, matching, table/chart completion, and identifying main ideas and supporting details are assessed. • Speaking-Expression: Pair dialogues, role-plays, quiz-show interaction, and the 40-second family podcast are evaluated through an observation checklist and/or rating scale, focusing on intelligibility, fluency, interaction, relevant vocabulary, and accurate use of reviewed structures. • Writing-Expression: The classroom campaign description, family email, travel blog, and time-machine paragraph are evaluated using a rubric and/or marking scheme, focusing on task fulfilment, organisation, coherence, vocabulary, grammatical accuracy, and mechanics. • Vocabulary and Grammaring: Completion, matching, and contextual-use tasks assess the reviewed vocabulary, grammatical items, and social language from Prep Year Themes 1-8. • Teacher records strengths and learning gaps to decide what to emphasise, revise, and practise before the next revision/new themes. Peer- and self-assessment with brief supportive feedback are included.

Eylül

3. hafta 28 Eylül - 2 Ekim 2026

4

REVISION 1

Sub-themes represented in Revision 1 (A2 Prep Year Themes 1-8): Theme 1 - School Life: school rules, events and activities at school; people, roles and responsibilities at school. Theme 2 - Classroom Life: classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom. Theme 3 - Personal Life: body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits. Theme 4 - Family Life: family members; routines and hobbies of family members; relationships in the family. Theme 5 - Life in the Neighbourhood and City: attractions and recreational places; transportation in the neighbourhood and city. Theme 6 - Life in the World: continents, countries and nationalities; food and food culture from different parts of the world. Theme 7 - Life in Nature: daily activities in nature; extreme weather conditions; adventures in nature. Theme 8 - Life in the Universe: planets and satellites in the solar system; facts about planets; the Earth as a planet.

REVISION 1 revises the A2 Prep Year Themes 1-8 through integrated listening/watching, reading, speaking, writing, vocabulary and grammaring tasks. Applicable theme-specific codes across ENG.PREP.1-ENG.PREP.8: L1-L3, P1, R1-R3, V1, G1, W1-W4/W6 and S1-S5. Listening/Watching-Comprehension (L1-L3): Students can prepare and get ready for listening (to)/watching, bring together information, and make sense of and derive meaning from dialogues, podcasts, quiz shows and interviews related to the Revision 1 content. Pronunciation: Selection and Use (P1): Students can select and use target pronunciation, stress and intonation accurately and naturally while acting out dialogues, recording a podcast and taking part in quiz-show interaction. Reading-Comprehension (R1-R3): Students can prepare for reading; bring information together through skimming, scanning and detailed reading; and make sense of and derive meaning from school, family, travel, nature and space texts. Vocabulary: Selection and Use (V1): Students can recognise, infer, verify, select and use target vocabulary accurately and appropriately in the revised contexts. Grammaring: Selection and Use (G1): Students can recognise, discover, practise and use revised grammatical items in meaningful contexts to communicate accurately and naturally. Writing-Expression (W1-W4, W6): Students can prepare for writing, analyse model content, plan and construct new written content, practise producing it with appropriate vocabulary and grammar, and reconstruct information to communicate effectively in campaign descriptions, emails, travel blogs and narrative paragraphs. Speaking-Expression (S1-S5): Students can prepare to speak, analyse model spoken content, plan and construct meaningful spoken content, present it accurately and fluently, and reconstruct information when communicating in dialogues, podcasts and quiz-show tasks.

DIAGNOSTIC, FORMATIVE, AND PERFORMANCE-BASED ASSESSMENT • Listening/Watching-Comprehension: Students’ understanding of gist, specific information, details, and inferences is assessed through true/false, multiple-choice, and short-answer tasks. • Reading-Comprehension: Prediction, skimming, scanning, vocabulary-in-context, matching, table/chart completion, and identifying main ideas and supporting details are assessed. • Speaking-Expression: Pair dialogues, role-plays, quiz-show interaction, and the 40-second family podcast are evaluated through an observation checklist and/or rating scale, focusing on intelligibility, fluency, interaction, relevant vocabulary, and accurate use of reviewed structures. • Writing-Expression: The classroom campaign description, family email, travel blog, and time-machine paragraph are evaluated using a rubric and/or marking scheme, focusing on task fulfilment, organisation, coherence, vocabulary, grammatical accuracy, and mechanics. • Vocabulary and Grammaring: Completion, matching, and contextual-use tasks assess the reviewed vocabulary, grammatical items, and social language from Prep Year Themes 1-8. • Teacher records strengths and learning gaps to decide what to emphasise, revise, and practise before the next revision/new themes. Peer- and self-assessment with brief supportive feedback are included.

Ekim

4. hafta 5-9 Ekim 2026

4

REVISION 2

Sub-themes represented in Revision 2 (A2 Prep Year Themes 9-16): Theme 9 - School Life & Education: Different types of schools in the world; extracurricular activities at school; dealing with school anxiety. Theme 10 - Classrom Life and Learning with Technology: Technological classroom tools, learning with technology, future classrooms. Theme 11 - Personal Life and Well-being: Body parts, human illnesses and diseases, human well-being, human nature, well-being for the future. Theme 12 - Family Life and the Future: Family members’ future aspirations, family members’ dreams and ambitions. Theme 13 - Life in the Neighbourhood, City and Social Life: Cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city. Theme 14 - Life in the World and Culture: Capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world. Theme 15 - Life in Nature and Global Problems: Natural resources; animals in nature and their habitats; protecting natural resources and animals. Theme 16 - Life in the Universe and Future: Astronaut life on space stations; space explorations; life in the future.

REVISION 2 revises the A2 Prep Year Themes 9-16 through integrated listening/watching, reading, speaking, writing, vocabulary and grammaring tasks. Applicable theme-specific codes across ENG.PREP.9-ENG.PREP.16: L1-L3, P1, R1-R3, V1, G1, W1-W4/W6 and S1-S5. Listening/Watching-Comprehension (L1-L3): Students can prepare and get ready for listening (to)/watching, bring together information, and make sense of and derive meaning from dialogues, podcasts, quiz shows and interviews related to the Revision 2 content. Pronunciation: Selection and Use (P1): Students can select and use target pronunciation, stress and intonation accurately and naturally while acting out dialogues, recording a podcast and taking part in quiz-show interaction. Reading-Comprehension (R1-R3): Students can prepare for reading; bring information together through skimming, scanning and detailed reading; and make sense of and derive meaning from school, family, travel, nature and space texts. Vocabulary: Selection and Use (V1): Students can recognise, infer, verify, select and use target vocabulary accurately and appropriately in the revised contexts. Grammaring: Selection and Use (G1): Students can recognise, discover, practise and use revised grammatical items in meaningful contexts to communicate accurately and naturally. Writing-Expression (W1-W4, W6): Students can prepare for writing, analyse model content, plan and construct new written content, practise producing it with appropriate vocabulary and grammar, and reconstruct information to communicate effectively in campaign descriptions, emails, travel blogs and narrative paragraphs. Speaking-Expression (S1-S5): Students can prepare to speak, analyse model spoken content, plan and construct meaningful spoken content, present it accurately and fluently, and reconstruct information when communicating in dialogues, podcasts and quiz-show tasks.

• Listening/Watching-Comprehension: Students’ understanding of gist, specific information, details, and inferences is assessed through true/false, multiple-choice, and short-answer tasks. • Reading-Comprehension: Prediction, skimming, scanning, vocabulary-in-context, matching, table/chart completion, and identifying main ideas and supporting details are assessed. • Speaking-Expression: Pair dialogues, role-plays, quiz-show interaction, and the 40-second family podcast are evaluated through an observation checklist and/or rating scale, focusing on intelligibility, fluency, interaction, relevant vocabulary, and accurate use of reviewed structures. • Writing-Expression: The classroom campaign description, family email, travel blog, and time-machine paragraph are evaluated using a rubric and/or marking scheme, focusing on task fulfilment, organisation, coherence, vocabulary, grammatical accuracy, and mechanics. • Vocabulary and Grammaring: Completion, matching, and contextual-use tasks assess the reviewed vocabulary, grammatical items, and social language from Prep Year Themes 9-16. • Teacher records strengths and learning gaps to decide what to emphasise, revise, and practise before the next revision/new themes. Peer- and self-assessment with brief supportive feedback are included.

Ekim

5. hafta 12-16 Ekim 2026

4

REVISION 2

Sub-themes represented in Revision 2 (A2 Prep Year Themes 9-16): Theme 9 - School Life & Education: Different types of schools in the world; extracurricular activities at school; dealing with school anxiety. Theme 10 - Classrom Life and Learning with Technology: Technological classroom tools, learning with technology, future classrooms. Theme 11 - Personal Life and Well-being: Body parts, human illnesses and diseases, human well-being, human nature, well-being for the future. Theme 12 - Family Life and the Future: Family members’ future aspirations, family members’ dreams and ambitions. Theme 13 - Life in the Neighbourhood, City and Social Life: Cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city. Theme 14 - Life in the World and Culture: Capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world. Theme 15 - Life in Nature and Global Problems: Natural resources; animals in nature and their habitats; protecting natural resources and animals. Theme 16 - Life in the Universe and Future: Astronaut life on space stations; space explorations; life in the future.

REVISION 2 revises the A2 Prep Year Themes 9-16 through integrated listening/watching, reading, speaking, writing, vocabulary and grammaring tasks. Applicable theme-specific codes across ENG.PREP.9-ENG.PREP.16: L1-L3, P1, R1-R3, V1, G1, W1-W4/W6 and S1-S5. Listening/Watching-Comprehension (L1-L3): Students can prepare and get ready for listening (to)/watching, bring together information, and make sense of and derive meaning from dialogues, podcasts, quiz shows and interviews related to the Revision 2 content. Pronunciation: Selection and Use (P1): Students can select and use target pronunciation, stress and intonation accurately and naturally while acting out dialogues, recording a podcast and taking part in quiz-show interaction. Reading-Comprehension (R1-R3): Students can prepare for reading; bring information together through skimming, scanning and detailed reading; and make sense of and derive meaning from school, family, travel, nature and space texts. Vocabulary: Selection and Use (V1): Students can recognise, infer, verify, select and use target vocabulary accurately and appropriately in the revised contexts. Grammaring: Selection and Use (G1): Students can recognise, discover, practise and use revised grammatical items in meaningful contexts to communicate accurately and naturally. Writing-Expression (W1-W4, W6): Students can prepare for writing, analyse model content, plan and construct new written content, practise producing it with appropriate vocabulary and grammar, and reconstruct information to communicate effectively in campaign descriptions, emails, travel blogs and narrative paragraphs. Speaking-Expression (S1-S5): Students can prepare to speak, analyse model spoken content, plan and construct meaningful spoken content, present it accurately and fluently, and reconstruct information when communicating in dialogues, podcasts and quiz-show tasks.

• Listening/Watching-Comprehension: Students’ understanding of gist, specific information, details, and inferences is assessed through true/false, multiple-choice, and short-answer tasks. • Reading-Comprehension: Prediction, skimming, scanning, vocabulary-in-context, matching, table/chart completion, and identifying main ideas and supporting details are assessed. • Speaking-Expression: Pair dialogues, role-plays, quiz-show interaction, and the 40-second family podcast are evaluated through an observation checklist and/or rating scale, focusing on intelligibility, fluency, interaction, relevant vocabulary, and accurate use of reviewed structures. • Writing-Expression: The classroom campaign description, family email, travel blog, and time-machine paragraph are evaluated using a rubric and/or marking scheme, focusing on task fulfilment, organisation, coherence, vocabulary, grammatical accuracy, and mechanics. • Vocabulary and Grammaring: Completion, matching, and contextual-use tasks assess the reviewed vocabulary, grammatical items, and social language from Prep Year Themes 9-16. • Teacher records strengths and learning gaps to decide what to emphasise, revise, and practise before the next revision/new themes. Peer- and self-assessment with brief supportive feedback are included.

Ekim

6. hafta 19-23 Ekim 2026

4

THEME 1: SCHOOL LIFE & EDUCATION

Sub-themes: ""Comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for comparing different school systems (local and international): Nouns: A schedule, a process, a curriculum, a structure, an evaluation, diversity, a scheme, a separation. Verbs: To differ, to eliminate, to adapt, to vary, to distinguish. Adjectives: Compulsory, distinct, diverse, comprehensive, flexible, structural, intense, broad, efficient, distinct, unequal, comparable. Adverbs: Adequately, appropriately, consequently, considerably, critically, efficiently, extensively, primarily. Phrases for different education systems: Individual learning, critical thinking, an extracurricular activity, global citizenship, a multilingual education. Vocabulary for comparing different education and school systems: Prepositions: Unlike. Conjunctions: whereas, while. Adverb: Yet. Prepositional phrases: in comparison, compared to, contrary to. Adverbial Phrases: on the contrary, in contrast, on the other hand. Vocabulary for school traditions, events and celebrations: Nouns: A school badge, a competition, an award, a tradition, a parade, a debate, a contestant, opening day activities (icebreakers, orientation sessions), an educational excursion, a dance recital, a raffle, an award ceremony. Verbs: to compete, to perform, to participate, to gather, to present, to volunteer, to host, to support, to cheer. Adjectives: Annual, traditional, collaborative. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Present Tense with certain Verbs: (like, prefer, understand, want, need, know, mean, believe, remember, forget) vs the Present Progressive Tense: (The school wants to organize a book fair. Yet, the students are joining a sports tournament now). - Adverbs of Frequency (always, never, seldom, sometimes, often, etc): (The curriculum always differs from school to school). - ''May and Might'' for Polite Requests: (May I see your passport?) - ''Can and Could'' for Polite Requests: (Can I see the manager? Could you say it again?) - Articles and Quantifiers (A, an, the, zero article, one): (This international school hosts a folk dance recital every year) -Question Tags with the Simple Present Tense and the Present Progressive Tense: (She is organising an art exhibition, isn’t she?) - ''Shall'' for Polite Requests: (Shall we go to the exhibition?) Functions of the Grammatical Structures in Use: -Use of the Simple Present Tense vs the Present Progressive Tense: Contrasting what usually happens with what is happening now. -Different uses of the Simple Present Tense: (Newspaper Headlines: Schools close on Thursday). (Emphatic Use: I do like my school) (Imperative Use: Every Monday, you stand in line for the assembly). -Use of Adverbs of Frequency: Expressing how often certain activities or routines take place in schools; describing patterns in students’ participation or stress-related issues. -Use of ''May, Might, Can, Could'' for Polite Questions: Asking polite questions. -Use of Articles and Quantifiers (A, an, the, zero article, one): Introducing nouns and providing information about the specificity and countability of nouns. -Use of Question Tags with the Simple Present Tense and the Present Progressive Tense: Confirming or clarifying information. -Use of ''Shall'' for Polite Requests: Offering or proposing politely. Target Social Language Expressions in Use: Education is the passport to the future. Teamwork makes the dream work! Stay curious, stay hungry for knowledge! We have different systems, but the goal is the same. Target Phonological Sounds in Use: -Intonation for positive statements, negative statements, questions, and question tags. *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme).

ENG.9.1.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.L2. Students can bring together the information in the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.L3. Students can make sense of and derive meaning from the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.1.R1. Students can prepare for reading the content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' efficiently and effectively. ENG.9.1.R2. Students can bring information together about the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' through skimming, scanning and detailed reading. ENG.9.1.R3. Students can make sense of and derive meaning from the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.9.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.1.W1. Students can prepare for writing efficiently and accurately based on the current content about ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.W3. Students can construct new written content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' based on their understanding of the model(s) provided. ENG.9.1.W4. Students can practise producing written content based on the current theme ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.W5. Students can engage in the process of writing related to the content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.W6. Students can reconstruct their writing about the current theme on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' to communicate effectively about it. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.9.1.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.S2. Students can analyse and understand the model content related to ''School life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' to support the production of spoken language. ENG.9.1.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.S4. Students can construct meaningful spoken content about ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' through efficient and meaningful practice. ENG.9.1.S5. Students can reconstruct the information about ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' when communicating with others. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will explore the theme ''School Life and Education'' with a specific focus for comparing different school systems (both local and international), different education systems, and also school traditions, events, and celebrations. Students will research and prepare a multimedia presentation by comparing the structure, curriculum, and teaching methods of schools in their country with those in another country of their choice. They will also examine how schools around the world celebrate national days, festivals, and other events. The project will include visual aids such as posters or slides, and also a reflection on how these traditions and systems shape student experiences and learning. Finally, students will offer their own ideas for a new event or celebration that could enrich school life and develop cultural understanding. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Ekim

7. hafta 26-30 Ekim 2026

4

THEME 1: SCHOOL LIFE & EDUCATION

Sub-themes: ""Comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for comparing different school systems (local and international): Nouns: A schedule, a process, a curriculum, a structure, an evaluation, diversity, a scheme, a separation. Verbs: To differ, to eliminate, to adapt, to vary, to distinguish. Adjectives: Compulsory, distinct, diverse, comprehensive, flexible, structural, intense, broad, efficient, distinct, unequal, comparable. Adverbs: Adequately, appropriately, consequently, considerably, critically, efficiently, extensively, primarily. Phrases for different education systems: Individual learning, critical thinking, an extracurricular activity, global citizenship, a multilingual education. Vocabulary for comparing different education and school systems: Prepositions: Unlike. Conjunctions: whereas, while. Adverb: Yet. Prepositional phrases: in comparison, compared to, contrary to. Adverbial Phrases: on the contrary, in contrast, on the other hand. Vocabulary for school traditions, events and celebrations: Nouns: A school badge, a competition, an award, a tradition, a parade, a debate, a contestant, opening day activities (icebreakers, orientation sessions), an educational excursion, a dance recital, a raffle, an award ceremony. Verbs: to compete, to perform, to participate, to gather, to present, to volunteer, to host, to support, to cheer. Adjectives: Annual, traditional, collaborative. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Present Tense with certain Verbs: (like, prefer, understand, want, need, know, mean, believe, remember, forget) vs the Present Progressive Tense: (The school wants to organize a book fair. Yet, the students are joining a sports tournament now). - Adverbs of Frequency (always, never, seldom, sometimes, often, etc): (The curriculum always differs from school to school). - ''May and Might'' for Polite Requests: (May I see your passport?) - ''Can and Could'' for Polite Requests: (Can I see the manager? Could you say it again?) - Articles and Quantifiers (A, an, the, zero article, one): (This international school hosts a folk dance recital every year) -Question Tags with the Simple Present Tense and the Present Progressive Tense: (She is organising an art exhibition, isn’t she?) - ''Shall'' for Polite Requests: (Shall we go to the exhibition?) Functions of the Grammatical Structures in Use: -Use of the Simple Present Tense vs the Present Progressive Tense: Contrasting what usually happens with what is happening now. -Different uses of the Simple Present Tense: (Newspaper Headlines: Schools close on Thursday). (Emphatic Use: I do like my school) (Imperative Use: Every Monday, you stand in line for the assembly). -Use of Adverbs of Frequency: Expressing how often certain activities or routines take place in schools; describing patterns in students’ participation or stress-related issues. -Use of ''May, Might, Can, Could'' for Polite Questions: Asking polite questions. -Use of Articles and Quantifiers (A, an, the, zero article, one): Introducing nouns and providing information about the specificity and countability of nouns. -Use of Question Tags with the Simple Present Tense and the Present Progressive Tense: Confirming or clarifying information. -Use of ''Shall'' for Polite Requests: Offering or proposing politely. Target Social Language Expressions in Use: Education is the passport to the future. Teamwork makes the dream work! Stay curious, stay hungry for knowledge! We have different systems, but the goal is the same. Target Phonological Sounds in Use: -Intonation for positive statements, negative statements, questions, and question tags. *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme).

ENG.9.1.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.L2. Students can bring together the information in the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.L3. Students can make sense of and derive meaning from the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.1.R1. Students can prepare for reading the content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' efficiently and effectively. ENG.9.1.R2. Students can bring information together about the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' through skimming, scanning and detailed reading. ENG.9.1.R3. Students can make sense of and derive meaning from the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.9.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.1.W1. Students can prepare for writing efficiently and accurately based on the current content about ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.W3. Students can construct new written content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' based on their understanding of the model(s) provided. ENG.9.1.W4. Students can practise producing written content based on the current theme ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.W5. Students can engage in the process of writing related to the content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.W6. Students can reconstruct their writing about the current theme on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' to communicate effectively about it. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.9.1.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.S2. Students can analyse and understand the model content related to ''School life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' to support the production of spoken language. ENG.9.1.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.S4. Students can construct meaningful spoken content about ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' through efficient and meaningful practice. ENG.9.1.S5. Students can reconstruct the information about ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' when communicating with others. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will explore the theme ''School Life and Education'' with a specific focus for comparing different school systems (both local and international), different education systems, and also school traditions, events, and celebrations. Students will research and prepare a multimedia presentation by comparing the structure, curriculum, and teaching methods of schools in their country with those in another country of their choice. They will also examine how schools around the world celebrate national days, festivals, and other events. The project will include visual aids such as posters or slides, and also a reflection on how these traditions and systems shape student experiences and learning. Finally, students will offer their own ideas for a new event or celebration that could enrich school life and develop cultural understanding. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Cumhuriyet Bayramı (29 Ekim)

Kasım

8. hafta 2-6 Kasım 2026

4

THEME 1: SCHOOL LIFE & EDUCATION

Sub-themes: ""Comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for comparing different school systems (local and international): Nouns: A schedule, a process, a curriculum, a structure, an evaluation, diversity, a scheme, a separation. Verbs: To differ, to eliminate, to adapt, to vary, to distinguish. Adjectives: Compulsory, distinct, diverse, comprehensive, flexible, structural, intense, broad, efficient, distinct, unequal, comparable. Adverbs: Adequately, appropriately, consequently, considerably, critically, efficiently, extensively, primarily. Phrases for different education systems: Individual learning, critical thinking, an extracurricular activity, global citizenship, a multilingual education. Vocabulary for comparing different education and school systems: Prepositions: Unlike. Conjunctions: whereas, while. Adverb: Yet. Prepositional phrases: in comparison, compared to, contrary to. Adverbial Phrases: on the contrary, in contrast, on the other hand. Vocabulary for school traditions, events and celebrations: Nouns: A school badge, a competition, an award, a tradition, a parade, a debate, a contestant, opening day activities (icebreakers, orientation sessions), an educational excursion, a dance recital, a raffle, an award ceremony. Verbs: to compete, to perform, to participate, to gather, to present, to volunteer, to host, to support, to cheer. Adjectives: Annual, traditional, collaborative. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Present Tense with certain Verbs: (like, prefer, understand, want, need, know, mean, believe, remember, forget) vs the Present Progressive Tense: (The school wants to organize a book fair. Yet, the students are joining a sports tournament now). - Adverbs of Frequency (always, never, seldom, sometimes, often, etc): (The curriculum always differs from school to school). - ''May and Might'' for Polite Requests: (May I see your passport?) - ''Can and Could'' for Polite Requests: (Can I see the manager? Could you say it again?) - Articles and Quantifiers (A, an, the, zero article, one): (This international school hosts a folk dance recital every year) -Question Tags with the Simple Present Tense and the Present Progressive Tense: (She is organising an art exhibition, isn’t she?) - ''Shall'' for Polite Requests: (Shall we go to the exhibition?) Functions of the Grammatical Structures in Use: -Use of the Simple Present Tense vs the Present Progressive Tense: Contrasting what usually happens with what is happening now. -Different uses of the Simple Present Tense: (Newspaper Headlines: Schools close on Thursday). (Emphatic Use: I do like my school) (Imperative Use: Every Monday, you stand in line for the assembly). -Use of Adverbs of Frequency: Expressing how often certain activities or routines take place in schools; describing patterns in students’ participation or stress-related issues. -Use of ''May, Might, Can, Could'' for Polite Questions: Asking polite questions. -Use of Articles and Quantifiers (A, an, the, zero article, one): Introducing nouns and providing information about the specificity and countability of nouns. -Use of Question Tags with the Simple Present Tense and the Present Progressive Tense: Confirming or clarifying information. -Use of ''Shall'' for Polite Requests: Offering or proposing politely. Target Social Language Expressions in Use: Education is the passport to the future. Teamwork makes the dream work! Stay curious, stay hungry for knowledge! We have different systems, but the goal is the same. Target Phonological Sounds in Use: -Intonation for positive statements, negative statements, questions, and question tags. *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme).

ENG.9.1.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.L2. Students can bring together the information in the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.L3. Students can make sense of and derive meaning from the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.1.R1. Students can prepare for reading the content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' efficiently and effectively. ENG.9.1.R2. Students can bring information together about the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' through skimming, scanning and detailed reading. ENG.9.1.R3. Students can make sense of and derive meaning from the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.9.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.1.W1. Students can prepare for writing efficiently and accurately based on the current content about ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.W3. Students can construct new written content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' based on their understanding of the model(s) provided. ENG.9.1.W4. Students can practise producing written content based on the current theme ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.W5. Students can engage in the process of writing related to the content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.W6. Students can reconstruct their writing about the current theme on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' to communicate effectively about it. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.9.1.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.S2. Students can analyse and understand the model content related to ''School life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' to support the production of spoken language. ENG.9.1.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.S4. Students can construct meaningful spoken content about ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' through efficient and meaningful practice. ENG.9.1.S5. Students can reconstruct the information about ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' when communicating with others. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will explore the theme ''School Life and Education'' with a specific focus for comparing different school systems (both local and international), different education systems, and also school traditions, events, and celebrations. Students will research and prepare a multimedia presentation by comparing the structure, curriculum, and teaching methods of schools in their country with those in another country of their choice. They will also examine how schools around the world celebrate national days, festivals, and other events. The project will include visual aids such as posters or slides, and also a reflection on how these traditions and systems shape student experiences and learning. Finally, students will offer their own ideas for a new event or celebration that could enrich school life and develop cultural understanding. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Kasım

9. hafta 9-13 Kasım 2026

4

THEME 1: SCHOOL LIFE & EDUCATION THEME 2: CLASSROOM LIFE & LEARNING

Sub-themes: ""Comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for comparing different school systems (local and international): Nouns: A schedule, a process, a curriculum, a structure, an evaluation, diversity, a scheme, a separation. Verbs: To differ, to eliminate, to adapt, to vary, to distinguish. Adjectives: Compulsory, distinct, diverse, comprehensive, flexible, structural, intense, broad, efficient, distinct, unequal, comparable. Adverbs: Adequately, appropriately, consequently, considerably, critically, efficiently, extensively, primarily. Phrases for different education systems: Individual learning, critical thinking, an extracurricular activity, global citizenship, a multilingual education. Vocabulary for comparing different education and school systems: Prepositions: Unlike. Conjunctions: whereas, while. Adverb: Yet. Prepositional phrases: in comparison, compared to, contrary to. Adverbial Phrases: on the contrary, in contrast, on the other hand. Vocabulary for school traditions, events and celebrations: Nouns: A school badge, a competition, an award, a tradition, a parade, a debate, a contestant, opening day activities (icebreakers, orientation sessions), an educational excursion, a dance recital, a raffle, an award ceremony. Verbs: to compete, to perform, to participate, to gather, to present, to volunteer, to host, to support, to cheer. Adjectives: Annual, traditional, collaborative. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Present Tense with certain Verbs: (like, prefer, understand, want, need, know, mean, believe, remember, forget) vs the Present Progressive Tense: (The school wants to organize a book fair. Yet, the students are joining a sports tournament now). - Adverbs of Frequency (always, never, seldom, sometimes, often, etc): (The curriculum always differs from school to school). - ''May and Might'' for Polite Requests: (May I see your passport?) - ''Can and Could'' for Polite Requests: (Can I see the manager? Could you say it again?) - Articles and Quantifiers (A, an, the, zero article, one): (This international school hosts a folk dance recital every year) -Question Tags with the Simple Present Tense and the Present Progressive Tense: (She is organising an art exhibition, isn’t she?) - ''Shall'' for Polite Requests: (Shall we go to the exhibition?) Functions of the Grammatical Structures in Use: -Use of the Simple Present Tense vs the Present Progressive Tense: Contrasting what usually happens with what is happening now. -Different uses of the Simple Present Tense: (Newspaper Headlines: Schools close on Thursday). (Emphatic Use: I do like my school) (Imperative Use: Every Monday, you stand in line for the assembly). -Use of Adverbs of Frequency: Expressing how often certain activities or routines take place in schools; describing patterns in students’ participation or stress-related issues. -Use of ''May, Might, Can, Could'' for Polite Questions: Asking polite questions. -Use of Articles and Quantifiers (A, an, the, zero article, one): Introducing nouns and providing information about the specificity and countability of nouns. -Use of Question Tags with the Simple Present Tense and the Present Progressive Tense: Confirming or clarifying information. -Use of ''Shall'' for Polite Requests: Offering or proposing politely. Target Social Language Expressions in Use: Education is the passport to the future. Teamwork makes the dream work! Stay curious, stay hungry for knowledge! We have different systems, but the goal is the same. Target Phonological Sounds in Use: -Intonation for positive statements, negative statements, questions, and question tags. *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme)." Sub-themes: "Favourite school subjects, learning activities, study tools and innovations'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for favourite school subjects and learning activities: Nouns: Passion, curiosity, satisfaction, confidence, inspiration, success, motivation. Verbs: To activate, to appreciate, to look forward to, to discover, to succeed in, to grasp. Adjectives: Engaging, inspiring, rewarding, satisfying, passionate, practical, educational, productive. Nouns: Frustration, boredom, confusion, tension, anxiety, struggle, failure, reluctance, avoidance, exhaustion, demotivation. Verbs: To avoid, to ignore, to complain, to tolerate, to skip, to lose interest, to give up. Adjectives: Confusing, frustrating, exhausting, irrelevant. Vocabulary for favourite learning activities: Nouns: A debate, a presentation, a group discussion, a brainstorming session, art and craft, a quiz competition, storytelling, creating a model, field research, memorization, a repetition practice, doing a drill, silent reading, note-taking. Vocabulary for favourite study tools and innovations: Adjectives: Efficient, user-friendly, accessible, out of date, complicated, inconvenient, old-fashioned. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Present Tense for the Future: (The presentation starts in ten minutes). -The Present Progressive Tense for the Future: (I am writing an essay tonight). -The Present Progressive Tense with Always: (He is always postponing his duties). -Question Tags for Related Tenses: (He is always complaining about field research, isn’t he?) -Making Adverbs from Adjectives (Regular and Irregular): They are quick runners. They run quickly). -Adjectives with -ed vs -ing: (Group discussions are complicated). -Correlative Conjunctions (either, neither): (She isn’t attending a group discussion next week, either). -Elliptical Responses (So do I, I hope so, etc.): (She likes brainstorming sessions. So do I). Functions of the Grammatical Structures in Use: -Use of the Simple Present Tense for the Future: Describing scheduled future events fixed with timetables or plans. -Use of the Present Progressive Tense for the Future: Describing planned future actions that are already arranged or decided. -Use of the Present Progressive Tense with always: Describing actions that cause irritation. -Use of Adverbs Made from Adjectives: Describing where, how, when, to what extent some things happen. -Use of Question Tags for Related Tenses: Confirming or clarifying information. -Use of Adjectives with -ed vs -ing: Describing the thing or situation that causes the feeling. -Use of Correlative Conjunctions (either, neither): Describing two alternatives or a negative choice between two alternatives. -Use of Elliptical Responses (So do I, I hope so, etc.): Giving brief answers in a conversation to avoid unnecessary repetition. Target Social Language Expressions in Use: Mistakes are proof you’re trying! Ask questions, grow smarter! This class is our learning playground! I meant to do it, but I totally spaced out. Let’s ask the teacher, just in case. Target Phonological Sounds in Use: -Intonation for positive statements, negative statements, questions, and question tags.

ENG.9.1.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.L2. Students can bring together the information in the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.L3. Students can make sense of and derive meaning from the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.1.R1. Students can prepare for reading the content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' efficiently and effectively. ENG.9.1.R2. Students can bring information together about the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' through skimming, scanning and detailed reading. ENG.9.1.R3. Students can make sense of and derive meaning from the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.9.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.1.W1. Students can prepare for writing efficiently and accurately based on the current content about ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.W3. Students can construct new written content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' based on their understanding of the model(s) provided. ENG.9.1.W4. Students can practise producing written content based on the current theme ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.W5. Students can engage in the process of writing related to the content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.W6. Students can reconstruct their writing about the current theme on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' to communicate effectively about it. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.9.1.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.S2. Students can analyse and understand the model content related to ''School life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' to support the production of spoken language. ENG.9.1.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''. ENG.9.1.S4. Students can construct meaningful spoken content about ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' through efficient and meaningful practice. ENG.9.1.S5. Students can reconstruct the information about ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' when communicating with others. ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' in relation to themselves or others, both individually and/or with others. ENG.9.2.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.L2. Students can bring together the information in the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.L3. Students can make sense of and derive meaning from the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations'' in relation to themselves or others, both individually and/or with others. ENG.9.2.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 favourite and least favourite school subjects; favourite school subjects, learning activities, study tools and innovations'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.2.R1. Students can prepare for reading the content on ''classroom life and learning with favourite and least favourite school subjects; favourite school subjects, learning activities, study tools and innovations'' efficiently and effectively. ENG.9.2.R2. Students can bring information together about the current content on ''classroom life and learning with favourite and least favourite school subjects; favourite school subjects, learning activities, study tools and innovations'' through skimming, scanning and detailed reading. ENG.9.2.R3. Students can make sense of and derive meaning from the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations'' in relation to themselves or others, both individually and/or with others. ENG.9.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.2.W1. Students can prepare for writing efficiently and accurately based on the current content about ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.W3. Students can construct new written content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' based on their understanding of the model(s) provided. ENG.9.2.W4. Students can practise producing written content based on the current theme ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.W5. Students can engage in the process of writing related to the content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.W6. Students can reconstruct their writing about the current theme on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' to communicate effectively about it. ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations'' in relation to themselves or others, both individually and/or with others. ENG.9.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.S2. Students can analyse and understand the model content related to ''Classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' to support the production of spoken language. ENG.9.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.S4. Students can construct meaningful spoken content about ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' through efficient and meaningful practice. ENG.9.2.S5. Students can reconstruct the information about ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' when communicating with others. ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will explore the theme ''School Life and Education'' with a specific focus for comparing different school systems (both local and international), different education systems, and also school traditions, events, and celebrations. Students will research and prepare a multimedia presentation by comparing the structure, curriculum, and teaching methods of schools in their country with those in another country of their choice. They will also examine how schools around the world celebrate national days, festivals, and other events. The project will include visual aids such as posters or slides, and also a reflection on how these traditions and systems shape student experiences and learning. Finally, students will offer their own ideas for a new event or celebration that could enrich school life and develop cultural understanding. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme. PERFORMANCE ASSIGNMENT: Students will focus on the theme ''classroom life and learning'' by reflecting on their favourite school subjects, learning activities, study tools and innovations. They will write a personalised project in which they design their ideal classroom environment by adding their preferred subjects, activities, and tools. Students will explain why these elements make learning enjoyable or effective for them, and they will suggest improvements for their least favourite aspects. The project can be presented as a written report, a creative poster, or a short video. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Atatürk Haftası (10-16 Kasım)

Kasım

10. hafta 23-27 Kasım 2026

4

THEME 2: CLASSROOM LIFE & LEARNING

Sub-themes: "Favourite school subjects, learning activities, study tools and innovations'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for favourite school subjects and learning activities: Nouns: Passion, curiosity, satisfaction, confidence, inspiration, success, motivation. Verbs: To activate, to appreciate, to look forward to, to discover, to succeed in, to grasp. Adjectives: Engaging, inspiring, rewarding, satisfying, passionate, practical, educational, productive. Nouns: Frustration, boredom, confusion, tension, anxiety, struggle, failure, reluctance, avoidance, exhaustion, demotivation. Verbs: To avoid, to ignore, to complain, to tolerate, to skip, to lose interest, to give up. Adjectives: Confusing, frustrating, exhausting, irrelevant. Vocabulary for favourite learning activities: Nouns: A debate, a presentation, a group discussion, a brainstorming session, art and craft, a quiz competition, storytelling, creating a model, field research, memorization, a repetition practice, doing a drill, silent reading, note-taking. Vocabulary for favourite study tools and innovations: Adjectives: Efficient, user-friendly, accessible, out of date, complicated, inconvenient, old-fashioned. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Present Tense for the Future: (The presentation starts in ten minutes). -The Present Progressive Tense for the Future: (I am writing an essay tonight). -The Present Progressive Tense with Always: (He is always postponing his duties). -Question Tags for Related Tenses: (He is always complaining about field research, isn’t he?) -Making Adverbs from Adjectives (Regular and Irregular): They are quick runners. They run quickly). -Adjectives with -ed vs -ing: (Group discussions are complicated). -Correlative Conjunctions (either, neither): (She isn’t attending a group discussion next week, either). -Elliptical Responses (So do I, I hope so, etc.): (She likes brainstorming sessions. So do I). Functions of the Grammatical Structures in Use: -Use of the Simple Present Tense for the Future: Describing scheduled future events fixed with timetables or plans. -Use of the Present Progressive Tense for the Future: Describing planned future actions that are already arranged or decided. -Use of the Present Progressive Tense with always: Describing actions that cause irritation. -Use of Adverbs Made from Adjectives: Describing where, how, when, to what extent some things happen. -Use of Question Tags for Related Tenses: Confirming or clarifying information. -Use of Adjectives with -ed vs -ing: Describing the thing or situation that causes the feeling. -Use of Correlative Conjunctions (either, neither): Describing two alternatives or a negative choice between two alternatives. -Use of Elliptical Responses (So do I, I hope so, etc.): Giving brief answers in a conversation to avoid unnecessary repetition. Target Social Language Expressions in Use: Mistakes are proof you’re trying! Ask questions, grow smarter! This class is our learning playground! I meant to do it, but I totally spaced out. Let’s ask the teacher, just in case. Target Phonological Sounds in Use: -Intonation for positive statements, negative statements, questions, and question tags.

ENG.9.2.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.L2. Students can bring together the information in the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.L3. Students can make sense of and derive meaning from the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations'' in relation to themselves or others, both individually and/or with others. ENG.9.2.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 favourite and least favourite school subjects; favourite school subjects, learning activities, study tools and innovations'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.2.R1. Students can prepare for reading the content on ''classroom life and learning with favourite and least favourite school subjects; favourite school subjects, learning activities, study tools and innovations'' efficiently and effectively. ENG.9.2.R2. Students can bring information together about the current content on ''classroom life and learning with favourite and least favourite school subjects; favourite school subjects, learning activities, study tools and innovations'' through skimming, scanning and detailed reading. ENG.9.2.R3. Students can make sense of and derive meaning from the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations'' in relation to themselves or others, both individually and/or with others. ENG.9.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.2.W1. Students can prepare for writing efficiently and accurately based on the current content about ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.W3. Students can construct new written content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' based on their understanding of the model(s) provided. ENG.9.2.W4. Students can practise producing written content based on the current theme ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.W5. Students can engage in the process of writing related to the content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.W6. Students can reconstruct their writing about the current theme on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' to communicate effectively about it. ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations'' in relation to themselves or others, both individually and/or with others. ENG.9.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.S2. Students can analyse and understand the model content related to ''Classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' to support the production of spoken language. ENG.9.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.S4. Students can construct meaningful spoken content about ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' through efficient and meaningful practice. ENG.9.2.S5. Students can reconstruct the information about ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' when communicating with others. ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will focus on the theme ''classroom life and learning'' by reflecting on their favourite school subjects, learning activities, study tools and innovations. They will write a personalised project in which they design their ideal classroom environment by adding their preferred subjects, activities, and tools. Students will explain why these elements make learning enjoyable or effective for them, and they will suggest improvements for their least favourite aspects. The project can be presented as a written report, a creative poster, or a short video. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Öğretmenler Günü (24 Kasım)

Aralık

11. hafta 30 Kasım - 4 Aralık 2026

4

THEME 2: CLASSROOM LIFE & LEARNING

Sub-themes: "Favourite school subjects, learning activities, study tools and innovations'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for favourite school subjects and learning activities: Nouns: Passion, curiosity, satisfaction, confidence, inspiration, success, motivation. Verbs: To activate, to appreciate, to look forward to, to discover, to succeed in, to grasp. Adjectives: Engaging, inspiring, rewarding, satisfying, passionate, practical, educational, productive. Nouns: Frustration, boredom, confusion, tension, anxiety, struggle, failure, reluctance, avoidance, exhaustion, demotivation. Verbs: To avoid, to ignore, to complain, to tolerate, to skip, to lose interest, to give up. Adjectives: Confusing, frustrating, exhausting, irrelevant. Vocabulary for favourite learning activities: Nouns: A debate, a presentation, a group discussion, a brainstorming session, art and craft, a quiz competition, storytelling, creating a model, field research, memorization, a repetition practice, doing a drill, silent reading, note-taking. Vocabulary for favourite study tools and innovations: Adjectives: Efficient, user-friendly, accessible, out of date, complicated, inconvenient, old-fashioned. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Present Tense for the Future: (The presentation starts in ten minutes). -The Present Progressive Tense for the Future: (I am writing an essay tonight). -The Present Progressive Tense with Always: (He is always postponing his duties). -Question Tags for Related Tenses: (He is always complaining about field research, isn’t he?) -Making Adverbs from Adjectives (Regular and Irregular): They are quick runners. They run quickly). -Adjectives with -ed vs -ing: (Group discussions are complicated). -Correlative Conjunctions (either, neither): (She isn’t attending a group discussion next week, either). -Elliptical Responses (So do I, I hope so, etc.): (She likes brainstorming sessions. So do I). Functions of the Grammatical Structures in Use: -Use of the Simple Present Tense for the Future: Describing scheduled future events fixed with timetables or plans. -Use of the Present Progressive Tense for the Future: Describing planned future actions that are already arranged or decided. -Use of the Present Progressive Tense with always: Describing actions that cause irritation. -Use of Adverbs Made from Adjectives: Describing where, how, when, to what extent some things happen. -Use of Question Tags for Related Tenses: Confirming or clarifying information. -Use of Adjectives with -ed vs -ing: Describing the thing or situation that causes the feeling. -Use of Correlative Conjunctions (either, neither): Describing two alternatives or a negative choice between two alternatives. -Use of Elliptical Responses (So do I, I hope so, etc.): Giving brief answers in a conversation to avoid unnecessary repetition. Target Social Language Expressions in Use: Mistakes are proof you’re trying! Ask questions, grow smarter! This class is our learning playground! I meant to do it, but I totally spaced out. Let’s ask the teacher, just in case. Target Phonological Sounds in Use: -Intonation for positive statements, negative statements, questions, and question tags.

ENG.9.2.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.L2. Students can bring together the information in the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.L3. Students can make sense of and derive meaning from the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations'' in relation to themselves or others, both individually and/or with others. ENG.9.2.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 favourite and least favourite school subjects; favourite school subjects, learning activities, study tools and innovations'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.2.R1. Students can prepare for reading the content on ''classroom life and learning with favourite and least favourite school subjects; favourite school subjects, learning activities, study tools and innovations'' efficiently and effectively. ENG.9.2.R2. Students can bring information together about the current content on ''classroom life and learning with favourite and least favourite school subjects; favourite school subjects, learning activities, study tools and innovations'' through skimming, scanning and detailed reading. ENG.9.2.R3. Students can make sense of and derive meaning from the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations'' in relation to themselves or others, both individually and/or with others. ENG.9.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.2.W1. Students can prepare for writing efficiently and accurately based on the current content about ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.W3. Students can construct new written content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' based on their understanding of the model(s) provided. ENG.9.2.W4. Students can practise producing written content based on the current theme ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.W5. Students can engage in the process of writing related to the content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.W6. Students can reconstruct their writing about the current theme on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' to communicate effectively about it. ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations'' in relation to themselves or others, both individually and/or with others. ENG.9.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.S2. Students can analyse and understand the model content related to ''Classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' to support the production of spoken language. ENG.9.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.S4. Students can construct meaningful spoken content about ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' through efficient and meaningful practice. ENG.9.2.S5. Students can reconstruct the information about ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' when communicating with others. ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will focus on the theme ''classroom life and learning'' by reflecting on their favourite school subjects, learning activities, study tools and innovations. They will write a personalised project in which they design their ideal classroom environment by adding their preferred subjects, activities, and tools. Students will explain why these elements make learning enjoyable or effective for them, and they will suggest improvements for their least favourite aspects. The project can be presented as a written report, a creative poster, or a short video. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Dünya Engelliler Günü (3 Aralık)

Aralık

12. hafta 7-11 Aralık 2026

4

THEME 2: CLASSROOM LIFE & LEARNING

Sub-themes: "Favourite school subjects, learning activities, study tools and innovations'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for favourite school subjects and learning activities: Nouns: Passion, curiosity, satisfaction, confidence, inspiration, success, motivation. Verbs: To activate, to appreciate, to look forward to, to discover, to succeed in, to grasp. Adjectives: Engaging, inspiring, rewarding, satisfying, passionate, practical, educational, productive. Nouns: Frustration, boredom, confusion, tension, anxiety, struggle, failure, reluctance, avoidance, exhaustion, demotivation. Verbs: To avoid, to ignore, to complain, to tolerate, to skip, to lose interest, to give up. Adjectives: Confusing, frustrating, exhausting, irrelevant. Vocabulary for favourite learning activities: Nouns: A debate, a presentation, a group discussion, a brainstorming session, art and craft, a quiz competition, storytelling, creating a model, field research, memorization, a repetition practice, doing a drill, silent reading, note-taking. Vocabulary for favourite study tools and innovations: Adjectives: Efficient, user-friendly, accessible, out of date, complicated, inconvenient, old-fashioned. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Present Tense for the Future: (The presentation starts in ten minutes). -The Present Progressive Tense for the Future: (I am writing an essay tonight). -The Present Progressive Tense with Always: (He is always postponing his duties). -Question Tags for Related Tenses: (He is always complaining about field research, isn’t he?) -Making Adverbs from Adjectives (Regular and Irregular): They are quick runners. They run quickly). -Adjectives with -ed vs -ing: (Group discussions are complicated). -Correlative Conjunctions (either, neither): (She isn’t attending a group discussion next week, either). -Elliptical Responses (So do I, I hope so, etc.): (She likes brainstorming sessions. So do I). Functions of the Grammatical Structures in Use: -Use of the Simple Present Tense for the Future: Describing scheduled future events fixed with timetables or plans. -Use of the Present Progressive Tense for the Future: Describing planned future actions that are already arranged or decided. -Use of the Present Progressive Tense with always: Describing actions that cause irritation. -Use of Adverbs Made from Adjectives: Describing where, how, when, to what extent some things happen. -Use of Question Tags for Related Tenses: Confirming or clarifying information. -Use of Adjectives with -ed vs -ing: Describing the thing or situation that causes the feeling. -Use of Correlative Conjunctions (either, neither): Describing two alternatives or a negative choice between two alternatives. -Use of Elliptical Responses (So do I, I hope so, etc.): Giving brief answers in a conversation to avoid unnecessary repetition. Target Social Language Expressions in Use: Mistakes are proof you’re trying! Ask questions, grow smarter! This class is our learning playground! I meant to do it, but I totally spaced out. Let’s ask the teacher, just in case. Target Phonological Sounds in Use: -Intonation for positive statements, negative statements, questions, and question tags.

ENG.9.2.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.L2. Students can bring together the information in the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.L3. Students can make sense of and derive meaning from the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations'' in relation to themselves or others, both individually and/or with others. ENG.9.2.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 favourite and least favourite school subjects; favourite school subjects, learning activities, study tools and innovations'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.2.R1. Students can prepare for reading the content on ''classroom life and learning with favourite and least favourite school subjects; favourite school subjects, learning activities, study tools and innovations'' efficiently and effectively. ENG.9.2.R2. Students can bring information together about the current content on ''classroom life and learning with favourite and least favourite school subjects; favourite school subjects, learning activities, study tools and innovations'' through skimming, scanning and detailed reading. ENG.9.2.R3. Students can make sense of and derive meaning from the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations'' in relation to themselves or others, both individually and/or with others. ENG.9.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.2.W1. Students can prepare for writing efficiently and accurately based on the current content about ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.W3. Students can construct new written content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' based on their understanding of the model(s) provided. ENG.9.2.W4. Students can practise producing written content based on the current theme ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.W5. Students can engage in the process of writing related to the content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.W6. Students can reconstruct their writing about the current theme on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' to communicate effectively about it. ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations'' in relation to themselves or others, both individually and/or with others. ENG.9.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.S2. Students can analyse and understand the model content related to ''Classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' to support the production of spoken language. ENG.9.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''. ENG.9.2.S4. Students can construct meaningful spoken content about ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' through efficient and meaningful practice. ENG.9.2.S5. Students can reconstruct the information about ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' when communicating with others. ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will focus on the theme ''classroom life and learning'' by reflecting on their favourite school subjects, learning activities, study tools and innovations. They will write a personalised project in which they design their ideal classroom environment by adding their preferred subjects, activities, and tools. Students will explain why these elements make learning enjoyable or effective for them, and they will suggest improvements for their least favourite aspects. The project can be presented as a written report, a creative poster, or a short video. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Aralık

13. hafta 14-18 Aralık 2026

4

THEME 3: PERSONAL LIFE AND WELL-BEING

Sub-themes: "Physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for personal well-being with physical health (body and illnesses): Nouns: A lung, a joint, a heel, a consultant, healthcare, herb, hunger, a pill, recovery, a surgeon, survival, a first-aid kit, a bacterium, a cell, a mineral, relief, a surgery, a vitamin, a fever, a stroke, a cancer, a wound, an injury, anxiety, depression, an addiction, a recovery, a disability, panic, medication, an infection, a symptom, a treatment. Verbs: To breathe, to consult, to heal, to cure, to suffer, to swallow, to operate, to bother. Adjectives: Balanced, adequate, disabled, relieved, short-term, urgent, conscious, longterm, severe, unconscious. Adverbs: Terribly, accidentally, adequately, appropriately, instantly, severely, strictly. Vocabulary for personal well-being with mental and emotional health: Nouns: Mental health, psychological health, social bond/involvement, family tie, confidence, fulfilment, balance, self-awareness, empathy. Vocabulary for practices and actions with mental and emotional health: Nouns: Mindfulness, therapy, breathing exercises, relaxation, rehabilitation. Vocabulary for personal well-being with social health: Nouns: Loneliness, isolation, alienation, social anxiety, conflict, relief, pride, confusion, disappointment, trust, adaptation, acceptance. Verbs: To interact, to socialise, to participate, to maintain, to contribute, to volunteer, to strengthen, to support. Vocabulary for social relationship: Nouns: An acquaintance, a colleague, a community member, a mentor. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Past Tense versus the Past Progressive Tense: (She was suffering from a headache when her friend called her yesterday). -Could for Ability: (I could exercise for 30 minutes without interruption when I was younger). -Used to: (He used to socialise for his well-being). -Would: (When I was a kid, we would visit my grandparents every summer holiday). -Wh- questions (How long, etc.): (How long did your friend suffer from depression?). -Question Tags with Related Tenses: (She healed after the surgery, didn’t she?) -Prepositions: (among, until, on, at, in, in case, by, of, with, about, to, for, from, out of): (The consultant helped him cope with his depression). -Prepositional Phrases with in, for, to, at, about, with, from, of, etc.: (She struggled with frustration after the teacher announced the exam results). -Either, Neither, So do I, I hope so: (She can either take a short walk or do some breathing exercises to feel better). (Neither stress nor overthinking is good for your mental wellbeing). (I believe taking time for ourselves is important. So do I).(Doctors say regular exercise improves our health. I hope so!). Functions of the Grammatical Structures in Use: -Use of the Simple Past Tense versus the Past Progressive Tense: Describing an action that was interrupted by another event (The Past Progressive Tense) or completed in the past (The Simple Past Tense). -Use of ''Could'' (for Ability): Describing an ability in the past. -Use of ''Used to''): Describing past habits or routines that do not occur in the present. -Use of ''Would'' for past habits: Describing things which happen in the past as habit or repeated action but no longer happens. -Use of ''Wh- questions'' (How long, etc.): Asking for specific information about a subject, an object, time, a place, manner and a reason. -Use of Question Tags with Related Tenses: Asking short questions to confirm or clarify information in the sentence. -Use of Prepositions: (among, until, on, at, in, in case, by, of, with, about, to, for, from, out of): Indicating relationship among the components of a sentence in terms of cause, direction, manner, time, and location. -Use of Prepositional Phrases with in, for, from, to, at, about, with, from, of, etc.: Clarifying the details in the sentence about the cause, direction, manner, time, and location. Target Social Language Expressions in Use: Healthy mind, healthy life! Self-care isn’t selfish! You’re stronger than you think! I just need a break today! Let’s chill for a bit! Target Phonological Sounds in Use: -Intonation for positive statements, negative statements, questions, and question tags.

ENG.9.3.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.L2. Students can bring together the information in the current content on ''personal life and wellbeing with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.L3. Students can make sense of and derive meaning from the current content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' in relation to themselves or others, both individually and/or with others. ENG.9.3.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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.3.R1. Students can prepare for reading the content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' efficiently and effectively. ENG.9.3.R2. Students can bring information together about the current content on ''personal life and wellbeing with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' through skimming, scanning and detailed reading. ENG.9.3.R3. Students can make sense of and derive meaning from the current content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.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 personal wellbeing with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' in relation to themselves or others, both individually and/or with others. ENG.9.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.3.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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.3.W1. Students can prepare for writing efficiently and accurately based on the current content about ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.W3. Students can construct new written content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' based on their understanding of the model(s) provided. ENG.9.3.W4. Students can practise producing written content based on the current theme ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.W5. Students can engage in the process of writing related to the content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.W6. Students can reconstruct their writing about the current theme on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' to communicate effectively about it. ENG.9.3.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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' in relation to themselves or others, both individually and/or with others. ENG.9.3.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.S2. Students can analyse and understand the model content related to ''Personal life and wellbeing with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' to support the production of spoken language. ENG.9.3.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.S4. Students can construct meaningful spoken content about ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' through efficient and meaningful practice. ENG.9.3.S5. Students can reconstruct the information about ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' when communicating with others. ENG.9.3.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will explore the theme ''Personal Life and Well-Being'' by reflecting on how to maintain a balance between physical health, mental health, emotional health, and social health. Students will write a ''Well-Being Journal'' that includes daily entries for describing activities or habits that promote each aspect of well-being. The assignment will conclude with a reflection on how these components interconnect and suggestions for improving personal well-being in daily life. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Aralık

14. hafta 21-25 Aralık 2026

4

EVALUATION THEME 3: PERSONAL LIFE AND WELL-BEING

Sub-themes: "Physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for personal well-being with physical health (body and illnesses): Nouns: A lung, a joint, a heel, a consultant, healthcare, herb, hunger, a pill, recovery, a surgeon, survival, a first-aid kit, a bacterium, a cell, a mineral, relief, a surgery, a vitamin, a fever, a stroke, a cancer, a wound, an injury, anxiety, depression, an addiction, a recovery, a disability, panic, medication, an infection, a symptom, a treatment. Verbs: To breathe, to consult, to heal, to cure, to suffer, to swallow, to operate, to bother. Adjectives: Balanced, adequate, disabled, relieved, short-term, urgent, conscious, longterm, severe, unconscious. Adverbs: Terribly, accidentally, adequately, appropriately, instantly, severely, strictly. Vocabulary for personal well-being with mental and emotional health: Nouns: Mental health, psychological health, social bond/involvement, family tie, confidence, fulfilment, balance, self-awareness, empathy. Vocabulary for practices and actions with mental and emotional health: Nouns: Mindfulness, therapy, breathing exercises, relaxation, rehabilitation. Vocabulary for personal well-being with social health: Nouns: Loneliness, isolation, alienation, social anxiety, conflict, relief, pride, confusion, disappointment, trust, adaptation, acceptance. Verbs: To interact, to socialise, to participate, to maintain, to contribute, to volunteer, to strengthen, to support. Vocabulary for social relationship: Nouns: An acquaintance, a colleague, a community member, a mentor. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Past Tense versus the Past Progressive Tense: (She was suffering from a headache when her friend called her yesterday). -Could for Ability: (I could exercise for 30 minutes without interruption when I was younger). -Used to: (He used to socialise for his well-being). -Would: (When I was a kid, we would visit my grandparents every summer holiday). -Wh- questions (How long, etc.): (How long did your friend suffer from depression?). -Question Tags with Related Tenses: (She healed after the surgery, didn’t she?) -Prepositions: (among, until, on, at, in, in case, by, of, with, about, to, for, from, out of): (The consultant helped him cope with his depression). -Prepositional Phrases with in, for, to, at, about, with, from, of, etc.: (She struggled with frustration after the teacher announced the exam results). -Either, Neither, So do I, I hope so: (She can either take a short walk or do some breathing exercises to feel better). (Neither stress nor overthinking is good for your mental wellbeing). (I believe taking time for ourselves is important. So do I).(Doctors say regular exercise improves our health. I hope so!). Functions of the Grammatical Structures in Use: -Use of the Simple Past Tense versus the Past Progressive Tense: Describing an action that was interrupted by another event (The Past Progressive Tense) or completed in the past (The Simple Past Tense). -Use of ''Could'' (for Ability): Describing an ability in the past. -Use of ''Used to''): Describing past habits or routines that do not occur in the present. -Use of ''Would'' for past habits: Describing things which happen in the past as habit or repeated action but no longer happens. -Use of ''Wh- questions'' (How long, etc.): Asking for specific information about a subject, an object, time, a place, manner and a reason. -Use of Question Tags with Related Tenses: Asking short questions to confirm or clarify information in the sentence. -Use of Prepositions: (among, until, on, at, in, in case, by, of, with, about, to, for, from, out of): Indicating relationship among the components of a sentence in terms of cause, direction, manner, time, and location. -Use of Prepositional Phrases with in, for, from, to, at, about, with, from, of, etc.: Clarifying the details in the sentence about the cause, direction, manner, time, and location. Target Social Language Expressions in Use: Healthy mind, healthy life! Self-care isn’t selfish! You’re stronger than you think! I just need a break today! Let’s chill for a bit! Target Phonological Sounds in Use: -Intonation for positive statements, negative statements, questions, and question tags.

ENG.9.3.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.L2. Students can bring together the information in the current content on ''personal life and wellbeing with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.L3. Students can make sense of and derive meaning from the current content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' in relation to themselves or others, both individually and/or with others. ENG.9.3.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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.3.R1. Students can prepare for reading the content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' efficiently and effectively. ENG.9.3.R2. Students can bring information together about the current content on ''personal life and wellbeing with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' through skimming, scanning and detailed reading. ENG.9.3.R3. Students can make sense of and derive meaning from the current content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.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 personal wellbeing with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' in relation to themselves or others, both individually and/or with others. ENG.9.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.3.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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.3.W1. Students can prepare for writing efficiently and accurately based on the current content about ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.W3. Students can construct new written content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' based on their understanding of the model(s) provided. ENG.9.3.W4. Students can practise producing written content based on the current theme ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.W5. Students can engage in the process of writing related to the content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.W6. Students can reconstruct their writing about the current theme on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' to communicate effectively about it. ENG.9.3.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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' in relation to themselves or others, both individually and/or with others. ENG.9.3.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.S2. Students can analyse and understand the model content related to ''Personal life and wellbeing with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' to support the production of spoken language. ENG.9.3.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.S4. Students can construct meaningful spoken content about ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' through efficient and meaningful practice. ENG.9.3.S5. Students can reconstruct the information about ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' when communicating with others. ENG.9.3.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will explore the theme ''Personal Life and Well-Being'' by reflecting on how to maintain a balance between physical health, mental health, emotional health, and social health. Students will write a ''Well-Being Journal'' that includes daily entries for describing activities or habits that promote each aspect of well-being. The assignment will conclude with a reflection on how these components interconnect and suggestions for improving personal well-being in daily life. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Aralık

15. hafta 28 Aralık 2026 - 1 Ocak 2027

4

THEME 3: PERSONAL LIFE AND WELL-BEING

Sub-themes: "Physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for personal well-being with physical health (body and illnesses): Nouns: A lung, a joint, a heel, a consultant, healthcare, herb, hunger, a pill, recovery, a surgeon, survival, a first-aid kit, a bacterium, a cell, a mineral, relief, a surgery, a vitamin, a fever, a stroke, a cancer, a wound, an injury, anxiety, depression, an addiction, a recovery, a disability, panic, medication, an infection, a symptom, a treatment. Verbs: To breathe, to consult, to heal, to cure, to suffer, to swallow, to operate, to bother. Adjectives: Balanced, adequate, disabled, relieved, short-term, urgent, conscious, longterm, severe, unconscious. Adverbs: Terribly, accidentally, adequately, appropriately, instantly, severely, strictly. Vocabulary for personal well-being with mental and emotional health: Nouns: Mental health, psychological health, social bond/involvement, family tie, confidence, fulfilment, balance, self-awareness, empathy. Vocabulary for practices and actions with mental and emotional health: Nouns: Mindfulness, therapy, breathing exercises, relaxation, rehabilitation. Vocabulary for personal well-being with social health: Nouns: Loneliness, isolation, alienation, social anxiety, conflict, relief, pride, confusion, disappointment, trust, adaptation, acceptance. Verbs: To interact, to socialise, to participate, to maintain, to contribute, to volunteer, to strengthen, to support. Vocabulary for social relationship: Nouns: An acquaintance, a colleague, a community member, a mentor. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Past Tense versus the Past Progressive Tense: (She was suffering from a headache when her friend called her yesterday). -Could for Ability: (I could exercise for 30 minutes without interruption when I was younger). -Used to: (He used to socialise for his well-being). -Would: (When I was a kid, we would visit my grandparents every summer holiday). -Wh- questions (How long, etc.): (How long did your friend suffer from depression?). -Question Tags with Related Tenses: (She healed after the surgery, didn’t she?) -Prepositions: (among, until, on, at, in, in case, by, of, with, about, to, for, from, out of): (The consultant helped him cope with his depression). -Prepositional Phrases with in, for, to, at, about, with, from, of, etc.: (She struggled with frustration after the teacher announced the exam results). -Either, Neither, So do I, I hope so: (She can either take a short walk or do some breathing exercises to feel better). (Neither stress nor overthinking is good for your mental wellbeing). (I believe taking time for ourselves is important. So do I).(Doctors say regular exercise improves our health. I hope so!). Functions of the Grammatical Structures in Use: -Use of the Simple Past Tense versus the Past Progressive Tense: Describing an action that was interrupted by another event (The Past Progressive Tense) or completed in the past (The Simple Past Tense). -Use of ''Could'' (for Ability): Describing an ability in the past. -Use of ''Used to''): Describing past habits or routines that do not occur in the present. -Use of ''Would'' for past habits: Describing things which happen in the past as habit or repeated action but no longer happens. -Use of ''Wh- questions'' (How long, etc.): Asking for specific information about a subject, an object, time, a place, manner and a reason. -Use of Question Tags with Related Tenses: Asking short questions to confirm or clarify information in the sentence. -Use of Prepositions: (among, until, on, at, in, in case, by, of, with, about, to, for, from, out of): Indicating relationship among the components of a sentence in terms of cause, direction, manner, time, and location. -Use of Prepositional Phrases with in, for, from, to, at, about, with, from, of, etc.: Clarifying the details in the sentence about the cause, direction, manner, time, and location. Target Social Language Expressions in Use: Healthy mind, healthy life! Self-care isn’t selfish! You’re stronger than you think! I just need a break today! Let’s chill for a bit! Target Phonological Sounds in Use: -Intonation for positive statements, negative statements, questions, and question tags.

ENG.9.3.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.L2. Students can bring together the information in the current content on ''personal life and wellbeing with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.L3. Students can make sense of and derive meaning from the current content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' in relation to themselves or others, both individually and/or with others. ENG.9.3.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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.3.R1. Students can prepare for reading the content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' efficiently and effectively. ENG.9.3.R2. Students can bring information together about the current content on ''personal life and wellbeing with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' through skimming, scanning and detailed reading. ENG.9.3.R3. Students can make sense of and derive meaning from the current content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.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 personal wellbeing with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' in relation to themselves or others, both individually and/or with others. ENG.9.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.3.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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.3.W1. Students can prepare for writing efficiently and accurately based on the current content about ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.W3. Students can construct new written content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' based on their understanding of the model(s) provided. ENG.9.3.W4. Students can practise producing written content based on the current theme ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.W5. Students can engage in the process of writing related to the content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.W6. Students can reconstruct their writing about the current theme on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' to communicate effectively about it. ENG.9.3.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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' in relation to themselves or others, both individually and/or with others. ENG.9.3.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.S2. Students can analyse and understand the model content related to ''Personal life and wellbeing with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' to support the production of spoken language. ENG.9.3.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.S4. Students can construct meaningful spoken content about ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' through efficient and meaningful practice. ENG.9.3.S5. Students can reconstruct the information about ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' when communicating with others. ENG.9.3.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will explore the theme ''Personal Life and Well-Being'' by reflecting on how to maintain a balance between physical health, mental health, emotional health, and social health. Students will write a ''Well-Being Journal'' that includes daily entries for describing activities or habits that promote each aspect of well-being. The assignment will conclude with a reflection on how these components interconnect and suggestions for improving personal well-being in daily life. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Ocak

16. hafta 4-8 Ocak 2027

4

THEME 3: PERSONAL LIFE AND WELL-BEING

Sub-themes: "Physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for personal well-being with physical health (body and illnesses): Nouns: A lung, a joint, a heel, a consultant, healthcare, herb, hunger, a pill, recovery, a surgeon, survival, a first-aid kit, a bacterium, a cell, a mineral, relief, a surgery, a vitamin, a fever, a stroke, a cancer, a wound, an injury, anxiety, depression, an addiction, a recovery, a disability, panic, medication, an infection, a symptom, a treatment. Verbs: To breathe, to consult, to heal, to cure, to suffer, to swallow, to operate, to bother. Adjectives: Balanced, adequate, disabled, relieved, short-term, urgent, conscious, longterm, severe, unconscious. Adverbs: Terribly, accidentally, adequately, appropriately, instantly, severely, strictly. Vocabulary for personal well-being with mental and emotional health: Nouns: Mental health, psychological health, social bond/involvement, family tie, confidence, fulfilment, balance, self-awareness, empathy. Vocabulary for practices and actions with mental and emotional health: Nouns: Mindfulness, therapy, breathing exercises, relaxation, rehabilitation. Vocabulary for personal well-being with social health: Nouns: Loneliness, isolation, alienation, social anxiety, conflict, relief, pride, confusion, disappointment, trust, adaptation, acceptance. Verbs: To interact, to socialise, to participate, to maintain, to contribute, to volunteer, to strengthen, to support. Vocabulary for social relationship: Nouns: An acquaintance, a colleague, a community member, a mentor. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Past Tense versus the Past Progressive Tense: (She was suffering from a headache when her friend called her yesterday). -Could for Ability: (I could exercise for 30 minutes without interruption when I was younger). -Used to: (He used to socialise for his well-being). -Would: (When I was a kid, we would visit my grandparents every summer holiday). -Wh- questions (How long, etc.): (How long did your friend suffer from depression?). -Question Tags with Related Tenses: (She healed after the surgery, didn’t she?) -Prepositions: (among, until, on, at, in, in case, by, of, with, about, to, for, from, out of): (The consultant helped him cope with his depression). -Prepositional Phrases with in, for, to, at, about, with, from, of, etc.: (She struggled with frustration after the teacher announced the exam results). -Either, Neither, So do I, I hope so: (She can either take a short walk or do some breathing exercises to feel better). (Neither stress nor overthinking is good for your mental wellbeing). (I believe taking time for ourselves is important. So do I).(Doctors say regular exercise improves our health. I hope so!). Functions of the Grammatical Structures in Use: -Use of the Simple Past Tense versus the Past Progressive Tense: Describing an action that was interrupted by another event (The Past Progressive Tense) or completed in the past (The Simple Past Tense). -Use of ''Could'' (for Ability): Describing an ability in the past. -Use of ''Used to''): Describing past habits or routines that do not occur in the present. -Use of ''Would'' for past habits: Describing things which happen in the past as habit or repeated action but no longer happens. -Use of ''Wh- questions'' (How long, etc.): Asking for specific information about a subject, an object, time, a place, manner and a reason. -Use of Question Tags with Related Tenses: Asking short questions to confirm or clarify information in the sentence. -Use of Prepositions: (among, until, on, at, in, in case, by, of, with, about, to, for, from, out of): Indicating relationship among the components of a sentence in terms of cause, direction, manner, time, and location. -Use of Prepositional Phrases with in, for, from, to, at, about, with, from, of, etc.: Clarifying the details in the sentence about the cause, direction, manner, time, and location. Target Social Language Expressions in Use: Healthy mind, healthy life! Self-care isn’t selfish! You’re stronger than you think! I just need a break today! Let’s chill for a bit! Target Phonological Sounds in Use: -Intonation for positive statements, negative statements, questions, and question tags.

ENG.9.3.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.L2. Students can bring together the information in the current content on ''personal life and wellbeing with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.L3. Students can make sense of and derive meaning from the current content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' in relation to themselves or others, both individually and/or with others. ENG.9.3.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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.3.R1. Students can prepare for reading the content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' efficiently and effectively. ENG.9.3.R2. Students can bring information together about the current content on ''personal life and wellbeing with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' through skimming, scanning and detailed reading. ENG.9.3.R3. Students can make sense of and derive meaning from the current content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.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 personal wellbeing with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' in relation to themselves or others, both individually and/or with others. ENG.9.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.3.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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.3.W1. Students can prepare for writing efficiently and accurately based on the current content about ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.W3. Students can construct new written content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' based on their understanding of the model(s) provided. ENG.9.3.W4. Students can practise producing written content based on the current theme ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.W5. Students can engage in the process of writing related to the content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.W6. Students can reconstruct their writing about the current theme on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' to communicate effectively about it. ENG.9.3.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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' in relation to themselves or others, both individually and/or with others. ENG.9.3.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.S2. Students can analyse and understand the model content related to ''Personal life and wellbeing with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' to support the production of spoken language. ENG.9.3.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''. ENG.9.3.S4. Students can construct meaningful spoken content about ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' through efficient and meaningful practice. ENG.9.3.S5. Students can reconstruct the information about ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' when communicating with others. ENG.9.3.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will explore the theme ''Personal Life and Well-Being'' by reflecting on how to maintain a balance between physical health, mental health, emotional health, and social health. Students will write a ''Well-Being Journal'' that includes daily entries for describing activities or habits that promote each aspect of well-being. The assignment will conclude with a reflection on how these components interconnect and suggestions for improving personal well-being in daily life. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Ocak

17. hafta 11-15 Ocak 2027

4

THEME 4: FAMILY LIFE & HOME

Sub-themes: "Housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for housing diversity in the world: Nouns: An apartment (a flat Amer.), a single-family house, a bungalow, a duplex/triplex house, a two-storey house, a skyscraper, a slum, a hut, a basement, a cellar, a chimney, an attic, a shutter, a fence, a terrace. Adjectives: Awkward, unique, affordable, luxurious, contemporary, charming, elegant. Vocabulary for intergenerational issues and family problems on daily conflicts and sharing the same house: Nouns: A disagreement, a tension, a misunderstanding, a dispute, criticism, blame, an interruption, neglect, exclusion. Verbs: To quarrel, to negotiate, to interrupt, to adjust. Phrases for intergenerational issues and family problems on sharing the same house: A generation gap, traditional and modern belief, family value, a shared interest, a parent-child conflict, elderly care, a family dynamic, a communication barrier, an emotional distance, a parental pressure, a shared responsibility, a noise conflict, a lack of personal space. Vocabulary for relationships between the family and the community: Nouns: An ancestor, an apology, a bond, a connection, participation, cooperation. Verbs: To connect, to contribute, to volunteer, to promote, to assist, to welcome. Phrasal Verbs for relationships: To fall out (with someone), get on well (with someone). Adverbs: Altogether. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Present Perfect Tense vs the Present Perfect Progressive Tense (for, since, yet, already, never, ever, just, recently): (My family have just moved to a two-storey house in the country. Have you ever volunteered to do a household chore? We have been living in a detached house since the 2020 earthquake). -Comparative and Superlative of Irregular Adjectives (e.g. far - further/farther - furthest/farthest: (Our ancestors had to walk further to school than we do now). -Reflexive Pronouns: myself, himself, herself, himself, ourselves, yourself, themselves: (We have always encouraged each other to express ourselves openly in our family discussions.) -Wh- questions e.g. How long, etc.: (How long has your father shared his responsibilities with you?). Functions of the Grammatical Structures in Use: -Use of the Present Perfect Tense (for, since, yet, already, never, ever, just, recently) vs the Present Perfect Progressive Tense: Discriminating between ongoing activities that began in the past and are still happening now and activities that recently stopped but have clear effects or evidence in the present. -Use of Comparative and Superlative of Irregular Adjectives (i.e. far - further / farther - furthest / farthest): Describing and comparing people, objects, and/or situations. -Use of Reflexive Pronouns (myself, himself, herself, himself, ourselves, yourself, themselves): Saying the subject performs an action on itself or emphasising that the subject performed the action independently or without help. -Use of Wh- questions i.e. How long, etc.: Asking about the duration of an action or event). Target Social Language Expressions in Use: Family is life’s greatest blessing! Love, laugh, and listen! This is our family motto! My little brother is really getting on my nerves! We argue, but we still care about each other as a family! Target Phonological Sounds in Use: Vowels: a, e Consonants: b, c, d Vowels: a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/); e: (/e/; /i:/, /ə/, silent /e/) Consonant: b: (/b/), silent /b/); c: (/si/, /k/, /tʃ/, /z/, silent /c/); d: (/d/), silent /d/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme).

ENG.9.4.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.L2. Students can bring together the information in the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.L3. Students can make sense of and derive meaning from the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.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 housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' in relation to themselves or others, both individually and/or with others. ENG.9.4.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.4.R1. Students can prepare for reading the content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' efficiently and effectively. ENG.9.4.R2. Students can bring information together about the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' through skimming, scanning and detailed reading. ENG.9.4.R3. Students can make sense of and derive meaning from the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' in relation to themselves or others, both individually and/or with others. ENG.9.4.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.4.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.4.W1. Students can prepare for writing efficiently and accurately based on the current content about ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.W3. Students can construct new written content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' based on their understanding of the model(s) provided. ENG.9.4.W4. Students can practise producing written content based on the current theme ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.W5. Students can engage in the process of writing related to the content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.W6. Students can reconstruct their writing about the current theme on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' to communicate effectively about it. ENG.9.4.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 housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' in relation to themselves or others, both individually and/or with others. ENG.9.4.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.S2. Students can analyse and understand the model content related to ''Family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' to support the production of spoken language. ENG.9.4.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.S4. Students can construct meaningful spoken content about ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' through efficient and meaningful practice. ENG.9.4.S5. Students can reconstruct the information about ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' when communicating with others. ENG.9.4.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will explore the theme ''Family Life and Home'' by examining ''housing diversity around the world'', ''intergenerational issues and family problems related to daily conflicts and sharing the same house'', and ''the relationships between families and their communities. Students will create a comparative project where they research different housing styles and living arrangements globally, reflecting on how culture and geography influence these differences. They will also write a short fictional story or script describing a typical day in a multi-generational household, highlighting challenges and solutions for improving harmony. The project will finish with the ways students will propose families to strengthen their ties with the community, such as through volunteering or cultural events. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Ocak

18. hafta 18-22 Ocak 2027

OKUL TEMELLİ PLANLAMA*

OKUL TEMELLİ PLANLAMA*

OKUL TEMELLİ PLANLAMA*

OKUL TEMELLİ PLANLAMA*

OKUL TEMELLİ PLANLAMA*

Şubat

19. hafta 8-12 Şubat 2027

4

THEME 4: FAMILY LIFE & HOME

Sub-themes: "Housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for housing diversity in the world: Nouns: An apartment (a flat Amer.), a single-family house, a bungalow, a duplex/triplex house, a two-storey house, a skyscraper, a slum, a hut, a basement, a cellar, a chimney, an attic, a shutter, a fence, a terrace. Adjectives: Awkward, unique, affordable, luxurious, contemporary, charming, elegant. Vocabulary for intergenerational issues and family problems on daily conflicts and sharing the same house: Nouns: A disagreement, a tension, a misunderstanding, a dispute, criticism, blame, an interruption, neglect, exclusion. Verbs: To quarrel, to negotiate, to interrupt, to adjust. Phrases for intergenerational issues and family problems on sharing the same house: A generation gap, traditional and modern belief, family value, a shared interest, a parent-child conflict, elderly care, a family dynamic, a communication barrier, an emotional distance, a parental pressure, a shared responsibility, a noise conflict, a lack of personal space. Vocabulary for relationships between the family and the community: Nouns: An ancestor, an apology, a bond, a connection, participation, cooperation. Verbs: To connect, to contribute, to volunteer, to promote, to assist, to welcome. Phrasal Verbs for relationships: To fall out (with someone), get on well (with someone). Adverbs: Altogether. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Present Perfect Tense vs the Present Perfect Progressive Tense (for, since, yet, already, never, ever, just, recently): (My family have just moved to a two-storey house in the country. Have you ever volunteered to do a household chore? We have been living in a detached house since the 2020 earthquake). -Comparative and Superlative of Irregular Adjectives (e.g. far - further/farther - furthest/farthest: (Our ancestors had to walk further to school than we do now). -Reflexive Pronouns: myself, himself, herself, himself, ourselves, yourself, themselves: (We have always encouraged each other to express ourselves openly in our family discussions.) -Wh- questions e.g. How long, etc.: (How long has your father shared his responsibilities with you?). Functions of the Grammatical Structures in Use: -Use of the Present Perfect Tense (for, since, yet, already, never, ever, just, recently) vs the Present Perfect Progressive Tense: Discriminating between ongoing activities that began in the past and are still happening now and activities that recently stopped but have clear effects or evidence in the present. -Use of Comparative and Superlative of Irregular Adjectives (i.e. far - further / farther - furthest / farthest): Describing and comparing people, objects, and/or situations. -Use of Reflexive Pronouns (myself, himself, herself, himself, ourselves, yourself, themselves): Saying the subject performs an action on itself or emphasising that the subject performed the action independently or without help. -Use of Wh- questions i.e. How long, etc.: Asking about the duration of an action or event). Target Social Language Expressions in Use: Family is life’s greatest blessing! Love, laugh, and listen! This is our family motto! My little brother is really getting on my nerves! We argue, but we still care about each other as a family! Target Phonological Sounds in Use: Vowels: a, e Consonants: b, c, d Vowels: a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/); e: (/e/; /i:/, /ə/, silent /e/) Consonant: b: (/b/), silent /b/); c: (/si/, /k/, /tʃ/, /z/, silent /c/); d: (/d/), silent /d/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme).

ENG.9.4.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.L2. Students can bring together the information in the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.L3. Students can make sense of and derive meaning from the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.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 housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' in relation to themselves or others, both individually and/or with others. ENG.9.4.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.4.R1. Students can prepare for reading the content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' efficiently and effectively. ENG.9.4.R2. Students can bring information together about the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' through skimming, scanning and detailed reading. ENG.9.4.R3. Students can make sense of and derive meaning from the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' in relation to themselves or others, both individually and/or with others. ENG.9.4.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.4.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.4.W1. Students can prepare for writing efficiently and accurately based on the current content about ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.W3. Students can construct new written content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' based on their understanding of the model(s) provided. ENG.9.4.W4. Students can practise producing written content based on the current theme ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.W5. Students can engage in the process of writing related to the content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.W6. Students can reconstruct their writing about the current theme on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' to communicate effectively about it. ENG.9.4.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 housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' in relation to themselves or others, both individually and/or with others. ENG.9.4.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.S2. Students can analyse and understand the model content related to ''Family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' to support the production of spoken language. ENG.9.4.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.S4. Students can construct meaningful spoken content about ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' through efficient and meaningful practice. ENG.9.4.S5. Students can reconstruct the information about ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' when communicating with others. ENG.9.4.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will explore the theme ''Family Life and Home'' by examining ''housing diversity around the world'', ''intergenerational issues and family problems related to daily conflicts and sharing the same house'', and ''the relationships between families and their communities. Students will create a comparative project where they research different housing styles and living arrangements globally, reflecting on how culture and geography influence these differences. They will also write a short fictional story or script describing a typical day in a multi-generational household, highlighting challenges and solutions for improving harmony. The project will finish with the ways students will propose families to strengthen their ties with the community, such as through volunteering or cultural events. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Şubat

20. hafta 15-19 Şubat 2027

4

THEME 4: FAMILY LIFE & HOME

Sub-themes: "Housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for housing diversity in the world: Nouns: An apartment (a flat Amer.), a single-family house, a bungalow, a duplex/triplex house, a two-storey house, a skyscraper, a slum, a hut, a basement, a cellar, a chimney, an attic, a shutter, a fence, a terrace. Adjectives: Awkward, unique, affordable, luxurious, contemporary, charming, elegant. Vocabulary for intergenerational issues and family problems on daily conflicts and sharing the same house: Nouns: A disagreement, a tension, a misunderstanding, a dispute, criticism, blame, an interruption, neglect, exclusion. Verbs: To quarrel, to negotiate, to interrupt, to adjust. Phrases for intergenerational issues and family problems on sharing the same house: A generation gap, traditional and modern belief, family value, a shared interest, a parent-child conflict, elderly care, a family dynamic, a communication barrier, an emotional distance, a parental pressure, a shared responsibility, a noise conflict, a lack of personal space. Vocabulary for relationships between the family and the community: Nouns: An ancestor, an apology, a bond, a connection, participation, cooperation. Verbs: To connect, to contribute, to volunteer, to promote, to assist, to welcome. Phrasal Verbs for relationships: To fall out (with someone), get on well (with someone). Adverbs: Altogether. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Present Perfect Tense vs the Present Perfect Progressive Tense (for, since, yet, already, never, ever, just, recently): (My family have just moved to a two-storey house in the country. Have you ever volunteered to do a household chore? We have been living in a detached house since the 2020 earthquake). -Comparative and Superlative of Irregular Adjectives (e.g. far - further/farther - furthest/farthest: (Our ancestors had to walk further to school than we do now). -Reflexive Pronouns: myself, himself, herself, himself, ourselves, yourself, themselves: (We have always encouraged each other to express ourselves openly in our family discussions.) -Wh- questions e.g. How long, etc.: (How long has your father shared his responsibilities with you?). Functions of the Grammatical Structures in Use: -Use of the Present Perfect Tense (for, since, yet, already, never, ever, just, recently) vs the Present Perfect Progressive Tense: Discriminating between ongoing activities that began in the past and are still happening now and activities that recently stopped but have clear effects or evidence in the present. -Use of Comparative and Superlative of Irregular Adjectives (i.e. far - further / farther - furthest / farthest): Describing and comparing people, objects, and/or situations. -Use of Reflexive Pronouns (myself, himself, herself, himself, ourselves, yourself, themselves): Saying the subject performs an action on itself or emphasising that the subject performed the action independently or without help. -Use of Wh- questions i.e. How long, etc.: Asking about the duration of an action or event). Target Social Language Expressions in Use: Family is life’s greatest blessing! Love, laugh, and listen! This is our family motto! My little brother is really getting on my nerves! We argue, but we still care about each other as a family! Target Phonological Sounds in Use: Vowels: a, e Consonants: b, c, d Vowels: a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/); e: (/e/; /i:/, /ə/, silent /e/) Consonant: b: (/b/), silent /b/); c: (/si/, /k/, /tʃ/, /z/, silent /c/); d: (/d/), silent /d/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme).

ENG.9.4.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.L2. Students can bring together the information in the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.L3. Students can make sense of and derive meaning from the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.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 housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' in relation to themselves or others, both individually and/or with others. ENG.9.4.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.4.R1. Students can prepare for reading the content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' efficiently and effectively. ENG.9.4.R2. Students can bring information together about the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' through skimming, scanning and detailed reading. ENG.9.4.R3. Students can make sense of and derive meaning from the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' in relation to themselves or others, both individually and/or with others. ENG.9.4.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.4.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.4.W1. Students can prepare for writing efficiently and accurately based on the current content about ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.W3. Students can construct new written content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' based on their understanding of the model(s) provided. ENG.9.4.W4. Students can practise producing written content based on the current theme ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.W5. Students can engage in the process of writing related to the content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.W6. Students can reconstruct their writing about the current theme on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' to communicate effectively about it. ENG.9.4.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 housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' in relation to themselves or others, both individually and/or with others. ENG.9.4.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.S2. Students can analyse and understand the model content related to ''Family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' to support the production of spoken language. ENG.9.4.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.S4. Students can construct meaningful spoken content about ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' through efficient and meaningful practice. ENG.9.4.S5. Students can reconstruct the information about ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' when communicating with others. ENG.9.4.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will explore the theme ''Family Life and Home'' by examining ''housing diversity around the world'', ''intergenerational issues and family problems related to daily conflicts and sharing the same house'', and ''the relationships between families and their communities. Students will create a comparative project where they research different housing styles and living arrangements globally, reflecting on how culture and geography influence these differences. They will also write a short fictional story or script describing a typical day in a multi-generational household, highlighting challenges and solutions for improving harmony. The project will finish with the ways students will propose families to strengthen their ties with the community, such as through volunteering or cultural events. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Şubat

21. hafta 22-26 Şubat 2027

4

THEME 4: FAMILY LIFE & HOME THEME 5: LIFE IN THE NEIGHBOURHOOD, CITY & SOCIAL LIFE

Sub-themes: "Housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for housing diversity in the world: Nouns: An apartment (a flat Amer.), a single-family house, a bungalow, a duplex/triplex house, a two-storey house, a skyscraper, a slum, a hut, a basement, a cellar, a chimney, an attic, a shutter, a fence, a terrace. Adjectives: Awkward, unique, affordable, luxurious, contemporary, charming, elegant. Vocabulary for intergenerational issues and family problems on daily conflicts and sharing the same house: Nouns: A disagreement, a tension, a misunderstanding, a dispute, criticism, blame, an interruption, neglect, exclusion. Verbs: To quarrel, to negotiate, to interrupt, to adjust. Phrases for intergenerational issues and family problems on sharing the same house: A generation gap, traditional and modern belief, family value, a shared interest, a parent-child conflict, elderly care, a family dynamic, a communication barrier, an emotional distance, a parental pressure, a shared responsibility, a noise conflict, a lack of personal space. Vocabulary for relationships between the family and the community: Nouns: An ancestor, an apology, a bond, a connection, participation, cooperation. Verbs: To connect, to contribute, to volunteer, to promote, to assist, to welcome. Phrasal Verbs for relationships: To fall out (with someone), get on well (with someone). Adverbs: Altogether. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Present Perfect Tense vs the Present Perfect Progressive Tense (for, since, yet, already, never, ever, just, recently): (My family have just moved to a two-storey house in the country. Have you ever volunteered to do a household chore? We have been living in a detached house since the 2020 earthquake). -Comparative and Superlative of Irregular Adjectives (e.g. far - further/farther - furthest/farthest: (Our ancestors had to walk further to school than we do now). -Reflexive Pronouns: myself, himself, herself, himself, ourselves, yourself, themselves: (We have always encouraged each other to express ourselves openly in our family discussions.) -Wh- questions e.g. How long, etc.: (How long has your father shared his responsibilities with you?). Functions of the Grammatical Structures in Use: -Use of the Present Perfect Tense (for, since, yet, already, never, ever, just, recently) vs the Present Perfect Progressive Tense: Discriminating between ongoing activities that began in the past and are still happening now and activities that recently stopped but have clear effects or evidence in the present. -Use of Comparative and Superlative of Irregular Adjectives (i.e. far - further / farther - furthest / farthest): Describing and comparing people, objects, and/or situations. -Use of Reflexive Pronouns (myself, himself, herself, himself, ourselves, yourself, themselves): Saying the subject performs an action on itself or emphasising that the subject performed the action independently or without help. -Use of Wh- questions i.e. How long, etc.: Asking about the duration of an action or event). Target Social Language Expressions in Use: Family is life’s greatest blessing! Love, laugh, and listen! This is our family motto! My little brother is really getting on my nerves! We argue, but we still care about each other as a family! Target Phonological Sounds in Use: Vowels: a, e Consonants: b, c, d Vowels: a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/); e: (/e/; /i:/, /ə/, silent /e/) Consonant: b: (/b/), silent /b/); c: (/si/, /k/, /tʃ/, /z/, silent /c/); d: (/d/), silent /d/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme). Sub-themes: "City development and infrastructure; urban and rural lifestyles; future of cities'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for city development and infrastructure: Nouns: An analyst, a budget, a cable, a committee, concrete, a construction, a council, an estate, an institution, immigration, a lane, a mayor, a zone. Verbs: To accommodate, to anticipate, to calculate, to construct, to distribute, to govern, to propose, to disturb, to rebuild, to transform, to lay (pipes, cables), to renovate, to restore, to strengthen. Adjectives: Lively, urban, efficient, developed, vibrant. Vocabulary for urban and rural lifestyles: Nouns: An arrow, a cliff, a shelter, a brick, a district. Verbs: To abandon, to dig, to wander. Adjectives for urban lifestyles: Diverse, fastpaced, commercial, energetic, charming, dynamic, entertaining, outstanding. Adjectives for rural lifestyles: Tranquil, peaceful, slow-paced, remote, authentic, tropical, unique, conventional, distant. Adverbs: Aside. Vocabulary for Future Cities: Adjectives: Advanced, sustainable, innovative, high-tech, eco-friendly, flexible, accessible, energy-efficient, global. Adverbs: Automatically. Vocabulary for challenges to overcome in future of cities: Nouns: Privacy, overpopulation, resource management. Phrasal verbs: Put aside. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Future Tense vs Be Going to Future Tense: (The committee will restore the museum. The officials are going to rebuild this zone for security). -Connecting Words Expressing Cause and Effect, Contrast: (so, which, until, why, while, when, as, before, after, as long as, whenever, whereas, but, by the time, even though, despite, etc.): (The city is crowded and fast-paced, in contrast, rural areas are calm and spacious). Functions of the Grammatical Structures in Use: -Use of the Simple Future Tense versus Be Going to Future Tense: Discriminating future plans, predictions, planned actions from unplanned actions and spontaneous decisions. -Use of Connecting Words Expressing Cause and Effect, Contrast: (so, which, until, why, while, when, as, before, after, as long as, whenever, whereas, but, by the time, even though, despite, in spite of, etc.): Clarifying the relationship between the ideas about life in the neighbourhood and social life. Target Social Language Expressions in Use: Let’s meet up at the new café! It’s quicker if we take the tram. There’s a cool spot near the square! This city never sleeps! Target Phonological Sounds in Use: Vowels: i: (/aı/, /ı/, /i:/) Consonants: f: (/f/); g: (/g/, /dʒ/, silent /g/); h: (/h/), silent /h/); j: (/dʒeɪ/, /dʒ/); k: (/k/, silent /k/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme).

ENG.9.4.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.L2. Students can bring together the information in the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.L3. Students can make sense of and derive meaning from the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.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 housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' in relation to themselves or others, both individually and/or with others. ENG.9.4.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.4.R1. Students can prepare for reading the content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' efficiently and effectively. ENG.9.4.R2. Students can bring information together about the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' through skimming, scanning and detailed reading. ENG.9.4.R3. Students can make sense of and derive meaning from the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' in relation to themselves or others, both individually and/or with others. ENG.9.4.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.4.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.4.W1. Students can prepare for writing efficiently and accurately based on the current content about ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.W3. Students can construct new written content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' based on their understanding of the model(s) provided. ENG.9.4.W4. Students can practise producing written content based on the current theme ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.W5. Students can engage in the process of writing related to the content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.W6. Students can reconstruct their writing about the current theme on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' to communicate effectively about it. ENG.9.4.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 housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' in relation to themselves or others, both individually and/or with others. ENG.9.4.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.S2. Students can analyse and understand the model content related to ''Family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' to support the production of spoken language. ENG.9.4.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''. ENG.9.4.S4. Students can construct meaningful spoken content about ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' through efficient and meaningful practice. ENG.9.4.S5. Students can reconstruct the information about ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' when communicating with others. ENG.9.4.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' in relation to themselves or others, both individually and/or with others. " ENG.9.5.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.L2. Students can bring together the information in the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.L3. Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.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, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' in relation to themselves or others, both individually and/or with others. ENG.9.5.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, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.5.R1. Students can prepare for reading the content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' efficiently and effectively. ENG.9.5.R2. Students can bring information together about the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' through skimming, scanning and detailed reading. ENG.9.5.R3. Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.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, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' in relation to themselves or others, both individually and/or with others ENG.9.5.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.5.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousnessraising and discovery. ENG.9.5.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.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, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.W3. Students can construct new written content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' based on their understanding of the model(s) provided. ENG.9.5.W4. Students can practise producing written content based on the current theme ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.W5. Students can engage in the process of writing related to the content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.W6. Students can reconstruct their writing about the current theme on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' to communicate effectively about it. ENG.9.5.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' in relation to themselves or others, both individually and/or with others. ENG.9.5.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.S2. Students can analyse and understand the model content related to ''Life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' to support the production of spoken language. ENG.9.5.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.S4. Students can construct meaningful spoken content about ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' through efficient and meaningful practice. ENG.9.5.S5. Students can reconstruct the information about ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' when communicating with others. ENG.9.5.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will explore the theme ''Family Life and Home'' by examining ''housing diversity around the world'', ''intergenerational issues and family problems related to daily conflicts and sharing the same house'', and ''the relationships between families and their communities. Students will create a comparative project where they research different housing styles and living arrangements globally, reflecting on how culture and geography influence these differences. They will also write a short fictional story or script describing a typical day in a multi-generational household, highlighting challenges and solutions for improving harmony. The project will finish with the ways students will propose families to strengthen their ties with the community, such as through volunteering or cultural events. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme. PERFORMANCE ASSIGNMENT: Students will produce a project including the sub-themes ''Life in the Neighbourhood, City, and Social Life'' by focussing on city development and infrastructure, urban and rural lifestyles, and the future of cities. Students will research and compare urban and rural living. They will focus on daily life, opportunities, and challenges in each item. They will create a presentation with a poster showing how infrastructure such as transportation, housing, and public spaces influences city life. Additionally, students will imagine and design a ''City of the Future,'' displaying innovative solutions for sustainable living, improved infrastructure, and community well-being. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Mart

22. hafta 1-5 Mart 2027

4

THEME 5: LIFE IN THE NEIGHBOURHOOD, CITY & SOCIAL LIFE

Sub-themes: "City development and infrastructure; urban and rural lifestyles; future of cities'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for city development and infrastructure: Nouns: An analyst, a budget, a cable, a committee, concrete, a construction, a council, an estate, an institution, immigration, a lane, a mayor, a zone. Verbs: To accommodate, to anticipate, to calculate, to construct, to distribute, to govern, to propose, to disturb, to rebuild, to transform, to lay (pipes, cables), to renovate, to restore, to strengthen. Adjectives: Lively, urban, efficient, developed, vibrant. Vocabulary for urban and rural lifestyles: Nouns: An arrow, a cliff, a shelter, a brick, a district. Verbs: To abandon, to dig, to wander. Adjectives for urban lifestyles: Diverse, fastpaced, commercial, energetic, charming, dynamic, entertaining, outstanding. Adjectives for rural lifestyles: Tranquil, peaceful, slow-paced, remote, authentic, tropical, unique, conventional, distant. Adverbs: Aside. Vocabulary for Future Cities: Adjectives: Advanced, sustainable, innovative, high-tech, eco-friendly, flexible, accessible, energy-efficient, global. Adverbs: Automatically. Vocabulary for challenges to overcome in future of cities: Nouns: Privacy, overpopulation, resource management. Phrasal verbs: Put aside. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Future Tense vs Be Going to Future Tense: (The committee will restore the museum. The officials are going to rebuild this zone for security). -Connecting Words Expressing Cause and Effect, Contrast: (so, which, until, why, while, when, as, before, after, as long as, whenever, whereas, but, by the time, even though, despite, etc.): (The city is crowded and fast-paced, in contrast, rural areas are calm and spacious). Functions of the Grammatical Structures in Use: -Use of the Simple Future Tense versus Be Going to Future Tense: Discriminating future plans, predictions, planned actions from unplanned actions and spontaneous decisions. -Use of Connecting Words Expressing Cause and Effect, Contrast: (so, which, until, why, while, when, as, before, after, as long as, whenever, whereas, but, by the time, even though, despite, in spite of, etc.): Clarifying the relationship between the ideas about life in the neighbourhood and social life. Target Social Language Expressions in Use: Let’s meet up at the new café! It’s quicker if we take the tram. There’s a cool spot near the square! This city never sleeps! Target Phonological Sounds in Use: Vowels: i: (/aı/, /ı/, /i:/) Consonants: f: (/f/); g: (/g/, /dʒ/, silent /g/); h: (/h/), silent /h/); j: (/dʒeɪ/, /dʒ/); k: (/k/, silent /k/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme).

ENG.9.5.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.L2. Students can bring together the information in the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.L3. Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.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, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' in relation to themselves or others, both individually and/or with others. ENG.9.5.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, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.5.R1. Students can prepare for reading the content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' efficiently and effectively. ENG.9.5.R2. Students can bring information together about the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' through skimming, scanning and detailed reading. ENG.9.5.R3. Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.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, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' in relation to themselves or others, both individually and/or with others ENG.9.5.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.5.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousnessraising and discovery. ENG.9.5.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.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, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.W3. Students can construct new written content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' based on their understanding of the model(s) provided. ENG.9.5.W4. Students can practise producing written content based on the current theme ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.W5. Students can engage in the process of writing related to the content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.W6. Students can reconstruct their writing about the current theme on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' to communicate effectively about it. ENG.9.5.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' in relation to themselves or others, both individually and/or with others. ENG.9.5.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.S2. Students can analyse and understand the model content related to ''Life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' to support the production of spoken language. ENG.9.5.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.S4. Students can construct meaningful spoken content about ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' through efficient and meaningful practice. ENG.9.5.S5. Students can reconstruct the information about ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' when communicating with others. ENG.9.5.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will produce a project including the sub-themes ''Life in the Neighbourhood, City, and Social Life'' by focussing on city development and infrastructure, urban and rural lifestyles, and the future of cities. Students will research and compare urban and rural living. They will focus on daily life, opportunities, and challenges in each item. They will create a presentation with a poster showing how infrastructure such as transportation, housing, and public spaces influences city life. Additionally, students will imagine and design a ''City of the Future,'' displaying innovative solutions for sustainable living, improved infrastructure, and community well-being. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

İstiklâl Marşı'nın Kabulü ve Mehmet Akif Ersoy'u Anma Günü (12 Mart)

Mart

23. hafta 15-19 Mart 2027

4

THEME 5: LIFE IN THE NEIGHBOURHOOD, CITY & SOCIAL LIFE

Sub-themes: "City development and infrastructure; urban and rural lifestyles; future of cities'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for city development and infrastructure: Nouns: An analyst, a budget, a cable, a committee, concrete, a construction, a council, an estate, an institution, immigration, a lane, a mayor, a zone. Verbs: To accommodate, to anticipate, to calculate, to construct, to distribute, to govern, to propose, to disturb, to rebuild, to transform, to lay (pipes, cables), to renovate, to restore, to strengthen. Adjectives: Lively, urban, efficient, developed, vibrant. Vocabulary for urban and rural lifestyles: Nouns: An arrow, a cliff, a shelter, a brick, a district. Verbs: To abandon, to dig, to wander. Adjectives for urban lifestyles: Diverse, fastpaced, commercial, energetic, charming, dynamic, entertaining, outstanding. Adjectives for rural lifestyles: Tranquil, peaceful, slow-paced, remote, authentic, tropical, unique, conventional, distant. Adverbs: Aside. Vocabulary for Future Cities: Adjectives: Advanced, sustainable, innovative, high-tech, eco-friendly, flexible, accessible, energy-efficient, global. Adverbs: Automatically. Vocabulary for challenges to overcome in future of cities: Nouns: Privacy, overpopulation, resource management. Phrasal verbs: Put aside. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Future Tense vs Be Going to Future Tense: (The committee will restore the museum. The officials are going to rebuild this zone for security). -Connecting Words Expressing Cause and Effect, Contrast: (so, which, until, why, while, when, as, before, after, as long as, whenever, whereas, but, by the time, even though, despite, etc.): (The city is crowded and fast-paced, in contrast, rural areas are calm and spacious). Functions of the Grammatical Structures in Use: -Use of the Simple Future Tense versus Be Going to Future Tense: Discriminating future plans, predictions, planned actions from unplanned actions and spontaneous decisions. -Use of Connecting Words Expressing Cause and Effect, Contrast: (so, which, until, why, while, when, as, before, after, as long as, whenever, whereas, but, by the time, even though, despite, in spite of, etc.): Clarifying the relationship between the ideas about life in the neighbourhood and social life. Target Social Language Expressions in Use: Let’s meet up at the new café! It’s quicker if we take the tram. There’s a cool spot near the square! This city never sleeps! Target Phonological Sounds in Use: Vowels: i: (/aı/, /ı/, /i:/) Consonants: f: (/f/); g: (/g/, /dʒ/, silent /g/); h: (/h/), silent /h/); j: (/dʒeɪ/, /dʒ/); k: (/k/, silent /k/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme).

ENG.9.5.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.L2. Students can bring together the information in the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.L3. Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.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, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' in relation to themselves or others, both individually and/or with others. ENG.9.5.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, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.5.R1. Students can prepare for reading the content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' efficiently and effectively. ENG.9.5.R2. Students can bring information together about the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' through skimming, scanning and detailed reading. ENG.9.5.R3. Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.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, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' in relation to themselves or others, both individually and/or with others ENG.9.5.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.5.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousnessraising and discovery. ENG.9.5.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.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, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.W3. Students can construct new written content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' based on their understanding of the model(s) provided. ENG.9.5.W4. Students can practise producing written content based on the current theme ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.W5. Students can engage in the process of writing related to the content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.W6. Students can reconstruct their writing about the current theme on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' to communicate effectively about it. ENG.9.5.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' in relation to themselves or others, both individually and/or with others. ENG.9.5.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.S2. Students can analyse and understand the model content related to ''Life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' to support the production of spoken language. ENG.9.5.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.S4. Students can construct meaningful spoken content about ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' through efficient and meaningful practice. ENG.9.5.S5. Students can reconstruct the information about ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' when communicating with others. ENG.9.5.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will produce a project including the sub-themes ''Life in the Neighbourhood, City, and Social Life'' by focussing on city development and infrastructure, urban and rural lifestyles, and the future of cities. Students will research and compare urban and rural living. They will focus on daily life, opportunities, and challenges in each item. They will create a presentation with a poster showing how infrastructure such as transportation, housing, and public spaces influences city life. Additionally, students will imagine and design a ''City of the Future,'' displaying innovative solutions for sustainable living, improved infrastructure, and community well-being. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Türk Dünyası ve Toplulukları Haftası (16-22 Mart) Çanakkale Zaferi ve Şehitleri Anma Günü (18 Mart)

Mart

24. hafta 22-26 Mart 2027

4

THEME 5: LIFE IN THE NEIGHBOURHOOD, CITY & SOCIAL LIFE

Sub-themes: "City development and infrastructure; urban and rural lifestyles; future of cities'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for city development and infrastructure: Nouns: An analyst, a budget, a cable, a committee, concrete, a construction, a council, an estate, an institution, immigration, a lane, a mayor, a zone. Verbs: To accommodate, to anticipate, to calculate, to construct, to distribute, to govern, to propose, to disturb, to rebuild, to transform, to lay (pipes, cables), to renovate, to restore, to strengthen. Adjectives: Lively, urban, efficient, developed, vibrant. Vocabulary for urban and rural lifestyles: Nouns: An arrow, a cliff, a shelter, a brick, a district. Verbs: To abandon, to dig, to wander. Adjectives for urban lifestyles: Diverse, fastpaced, commercial, energetic, charming, dynamic, entertaining, outstanding. Adjectives for rural lifestyles: Tranquil, peaceful, slow-paced, remote, authentic, tropical, unique, conventional, distant. Adverbs: Aside. Vocabulary for Future Cities: Adjectives: Advanced, sustainable, innovative, high-tech, eco-friendly, flexible, accessible, energy-efficient, global. Adverbs: Automatically. Vocabulary for challenges to overcome in future of cities: Nouns: Privacy, overpopulation, resource management. Phrasal verbs: Put aside. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -The Simple Future Tense vs Be Going to Future Tense: (The committee will restore the museum. The officials are going to rebuild this zone for security). -Connecting Words Expressing Cause and Effect, Contrast: (so, which, until, why, while, when, as, before, after, as long as, whenever, whereas, but, by the time, even though, despite, etc.): (The city is crowded and fast-paced, in contrast, rural areas are calm and spacious). Functions of the Grammatical Structures in Use: -Use of the Simple Future Tense versus Be Going to Future Tense: Discriminating future plans, predictions, planned actions from unplanned actions and spontaneous decisions. -Use of Connecting Words Expressing Cause and Effect, Contrast: (so, which, until, why, while, when, as, before, after, as long as, whenever, whereas, but, by the time, even though, despite, in spite of, etc.): Clarifying the relationship between the ideas about life in the neighbourhood and social life. Target Social Language Expressions in Use: Let’s meet up at the new café! It’s quicker if we take the tram. There’s a cool spot near the square! This city never sleeps! Target Phonological Sounds in Use: Vowels: i: (/aı/, /ı/, /i:/) Consonants: f: (/f/); g: (/g/, /dʒ/, silent /g/); h: (/h/), silent /h/); j: (/dʒeɪ/, /dʒ/); k: (/k/, silent /k/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme).

ENG.9.5.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.L2. Students can bring together the information in the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.L3. Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.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, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' in relation to themselves or others, both individually and/or with others. ENG.9.5.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, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.5.R1. Students can prepare for reading the content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' efficiently and effectively. ENG.9.5.R2. Students can bring information together about the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' through skimming, scanning and detailed reading. ENG.9.5.R3. Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.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, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' in relation to themselves or others, both individually and/or with others ENG.9.5.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.5.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousnessraising and discovery. ENG.9.5.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.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, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.W3. Students can construct new written content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' based on their understanding of the model(s) provided. ENG.9.5.W4. Students can practise producing written content based on the current theme ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.W5. Students can engage in the process of writing related to the content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.W6. Students can reconstruct their writing about the current theme on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' to communicate effectively about it. ENG.9.5.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' in relation to themselves or others, both individually and/or with others. ENG.9.5.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.S2. Students can analyse and understand the model content related to ''Life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' to support the production of spoken language. ENG.9.5.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''. ENG.9.5.S4. Students can construct meaningful spoken content about ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' through efficient and meaningful practice. ENG.9.5.S5. Students can reconstruct the information about ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' when communicating with others. ENG.9.5.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will produce a project including the sub-themes ''Life in the Neighbourhood, City, and Social Life'' by focussing on city development and infrastructure, urban and rural lifestyles, and the future of cities. Students will research and compare urban and rural living. They will focus on daily life, opportunities, and challenges in each item. They will create a presentation with a poster showing how infrastructure such as transportation, housing, and public spaces influences city life. Additionally, students will imagine and design a ''City of the Future,'' displaying innovative solutions for sustainable living, improved infrastructure, and community well-being. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Mart

25. hafta 29 Mart - 2 Nisan 2027

4

THEME 6: LIFE IN THE WORLD &CULTURE

Sub-themes: "Global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for global cuisines, food habits and cultures: Nouns: Consumption, a combination, flavour, nutrition, obesity, a portion, a preference, protein, spice. Verbs: To chop, to manufacture, to swallow. Adjectives: Affordable, balanced, beneficial, dairy, organic. Vocabulary for cultural diversity and international sports events: Nouns: Conservation, a leaflet, a legend, a myth, a parade. Verbs: To adapt, to classify, to distinguish, to inherit. Adjectives: Appropriate, mixed, precious. Adverbs: Genuinely. International sports events: Nouns: An applicant, a marathon, a medal, a membership, a referee, a spectator, a sponsorship, an opponent, a representative, a pitch, a venue. Verbs: To broadcast, to cheer, to equip. Adjectives: Entertaining, risky, skilled. Adverbs: Severely. Impact of globalisation on everyday life: Nouns: A civilization, fame. Verbs: To dominate, to edit, to exploit. Adjectives: industrial, universal, widespread. Adverbs: Apparently, extensively, rapidly. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -Modals for Probability: (''Can, Could, May, Might, Must''): (The combination of organic vegetables can provide a better source of nutrition). -Modals for Lack of Probability (''Can’t, Couldn’t''): (That can’t be dessert. It’s too sour!) -Modals for Speculation: (''Can, Could, May, Might, Must, Can’t, Couldn’t''): (She must be the assistant chef of this restaurant). -Modals for Deduction (''Must, Can’t, Might, May, Could''): (The meal must be high in protein because it’s made of meat). -Modals for Obligation and Necessity (''Must, Have to, Need'') Obligation in the Past (''Had to''): (They must wash their hands before cooking the food). -Modals for lack of Obligation (''Don’t have to- Don’t need to, Needn’t''): (You don’t have to eat that soup if it doesn’t taste good). -Modals for Prohibition (''Must not - Can’t''): (You can’t enter the kitchen. You don’t work here). -Modals for Lack of Prohibition (Modals for Permission) (''Can, may, could''): (You could learn the recipe if you like). -Modals for Advice (''Should, Ought to, Had better, Could''): (You should try Turkish ''Dolma'' if you want to taste traditional food in Türkiye) -Be Able to in the Present and Future: (People will be able to reach global markets more easily due to developments in technology in the future). Functions of the Grammatical Structures in Use: -Use of Modals (''Can, Could, May, Might, Must''): Expressing probability and speculation. -Use of Modals (''Can’t, Couldn’t''): Expressing lack of Probability. -Use of Modals (''Could, Must, Can’t, Might, May''): Expressing deduction. -Use of Modals (''Must, Have to, Need'') Obligation in the Past (''Had to''): Expressing obligation and necessity. -Use of Modals (''Don’t have to, Don’t need to, Needn’t''): Expressing lack of obligation. -Use of Modals (''Must not - Can’t''): Expressing prohibition. -Use of Modals (Modals for Permission) (''Can, may, could''): Expressing lack of prohibition. -Modals for Advice (''Should, Ought to, Had better, Could''): Expressing advice and recommendation. -Use of ''Be Able to in the Present and Future'' (''Am-is-are able to, will be able to'': Expressing ability. Target Social Language Expressions in Use: That’s part of our tradition! Let me show you something from our culture! Different is interesting, not weird! Culture brings us closer! Target Phonological Sounds in Use: Vowel: o Consonants: l, m, n, (ng), p Vowel: o: (/əʊ/, /ɒ/, /əʊ/) Consonants: l: (/ɛl/ /l/, silent /l/); m; (/ɛm/,/m/); n: (/ɛn/, /n/, silent /n/); ng: (/ng/); p: (piː//p/, silent /p/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme).

ENG.9.6.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.L2. Students can bring together the information in the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.L3. Students can make sense of and derive meaning from the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.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 global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' in relation to themselves or others, both individually and/or with others. ENG.9.6.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.6.R1. Students can prepare for reading the content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' efficiently and effectively. ENG.9.6.R2. Students can bring information together about the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' through skimming, scanning and detailed reading. ENG.9.6.R3. Students can make sense of and derive meaning from the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' in relation to themselves or others, both individually and/or with others. ENG.9.6.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 global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.6.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.6.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.W3. Students can construct new written content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' based on their understanding of the model(s) provided. ENG.9.6.W4. Students can practise producing written content based on the current theme ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.W5. Students can engage in the process of writing related to the content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.W6. Students can reconstruct their writing about the current theme on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' to communicate effectively about it. ENG.9.6.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 global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' in relation to themselves or others, both individually and/or with others. ENG.9.6.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.S2. Students can analyse and understand the model content related to ''Life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' to support the production of spoken language. ENG.9.6.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.S4. Students can construct meaningful spoken content about ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' through efficient and meaningful practice. ENG.9.6.S5. Students can reconstruct the information about ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' when communicating with others. ENG.9.6.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will explore the theme ''Life in the World and Culture'' by focusing on global cuisines, food habits, and cultures, cultural diversity through international sports, films, and musical events, and the impact of globalisation on everyday life. Students will design ''a cultural portfolio'' in which they choose one country to research and present its unique food traditions, popular cultural events, and important contributions to global sports or arts. They will also examine how globalisation has influenced these traditions, such as the fusion of cuisines or the international popularity of certain sports and films. The portfolio will include visuals, descriptions, and personal reflections on what they have learnt about the interconnectedness of cultures worldwide. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Nisan

26. hafta 5-9 Nisan 2027

4

THEME 6: LIFE IN THE WORLD &CULTURE

Sub-themes: "Global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for global cuisines, food habits and cultures: Nouns: Consumption, a combination, flavour, nutrition, obesity, a portion, a preference, protein, spice. Verbs: To chop, to manufacture, to swallow. Adjectives: Affordable, balanced, beneficial, dairy, organic. Vocabulary for cultural diversity and international sports events: Nouns: Conservation, a leaflet, a legend, a myth, a parade. Verbs: To adapt, to classify, to distinguish, to inherit. Adjectives: Appropriate, mixed, precious. Adverbs: Genuinely. International sports events: Nouns: An applicant, a marathon, a medal, a membership, a referee, a spectator, a sponsorship, an opponent, a representative, a pitch, a venue. Verbs: To broadcast, to cheer, to equip. Adjectives: Entertaining, risky, skilled. Adverbs: Severely. Impact of globalisation on everyday life: Nouns: A civilization, fame. Verbs: To dominate, to edit, to exploit. Adjectives: industrial, universal, widespread. Adverbs: Apparently, extensively, rapidly. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -Modals for Probability: (''Can, Could, May, Might, Must''): (The combination of organic vegetables can provide a better source of nutrition). -Modals for Lack of Probability (''Can’t, Couldn’t''): (That can’t be dessert. It’s too sour!) -Modals for Speculation: (''Can, Could, May, Might, Must, Can’t, Couldn’t''): (She must be the assistant chef of this restaurant). -Modals for Deduction (''Must, Can’t, Might, May, Could''): (The meal must be high in protein because it’s made of meat). -Modals for Obligation and Necessity (''Must, Have to, Need'') Obligation in the Past (''Had to''): (They must wash their hands before cooking the food). -Modals for lack of Obligation (''Don’t have to- Don’t need to, Needn’t''): (You don’t have to eat that soup if it doesn’t taste good). -Modals for Prohibition (''Must not - Can’t''): (You can’t enter the kitchen. You don’t work here). -Modals for Lack of Prohibition (Modals for Permission) (''Can, may, could''): (You could learn the recipe if you like). -Modals for Advice (''Should, Ought to, Had better, Could''): (You should try Turkish ''Dolma'' if you want to taste traditional food in Türkiye) -Be Able to in the Present and Future: (People will be able to reach global markets more easily due to developments in technology in the future). Functions of the Grammatical Structures in Use: -Use of Modals (''Can, Could, May, Might, Must''): Expressing probability and speculation. -Use of Modals (''Can’t, Couldn’t''): Expressing lack of Probability. -Use of Modals (''Could, Must, Can’t, Might, May''): Expressing deduction. -Use of Modals (''Must, Have to, Need'') Obligation in the Past (''Had to''): Expressing obligation and necessity. -Use of Modals (''Don’t have to, Don’t need to, Needn’t''): Expressing lack of obligation. -Use of Modals (''Must not - Can’t''): Expressing prohibition. -Use of Modals (Modals for Permission) (''Can, may, could''): Expressing lack of prohibition. -Modals for Advice (''Should, Ought to, Had better, Could''): Expressing advice and recommendation. -Use of ''Be Able to in the Present and Future'' (''Am-is-are able to, will be able to'': Expressing ability. Target Social Language Expressions in Use: That’s part of our tradition! Let me show you something from our culture! Different is interesting, not weird! Culture brings us closer! Target Phonological Sounds in Use: Vowel: o Consonants: l, m, n, (ng), p Vowel: o: (/əʊ/, /ɒ/, /əʊ/) Consonants: l: (/ɛl/ /l/, silent /l/); m; (/ɛm/,/m/); n: (/ɛn/, /n/, silent /n/); ng: (/ng/); p: (piː//p/, silent /p/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme).

ENG.9.6.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.L2. Students can bring together the information in the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.L3. Students can make sense of and derive meaning from the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.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 global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' in relation to themselves or others, both individually and/or with others. ENG.9.6.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.6.R1. Students can prepare for reading the content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' efficiently and effectively. ENG.9.6.R2. Students can bring information together about the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' through skimming, scanning and detailed reading. ENG.9.6.R3. Students can make sense of and derive meaning from the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' in relation to themselves or others, both individually and/or with others. ENG.9.6.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 global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.6.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.6.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.W3. Students can construct new written content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' based on their understanding of the model(s) provided. ENG.9.6.W4. Students can practise producing written content based on the current theme ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.W5. Students can engage in the process of writing related to the content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.W6. Students can reconstruct their writing about the current theme on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' to communicate effectively about it. ENG.9.6.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 global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' in relation to themselves or others, both individually and/or with others. ENG.9.6.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.S2. Students can analyse and understand the model content related to ''Life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' to support the production of spoken language. ENG.9.6.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.S4. Students can construct meaningful spoken content about ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' through efficient and meaningful practice. ENG.9.6.S5. Students can reconstruct the information about ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' when communicating with others. ENG.9.6.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will explore the theme ''Life in the World and Culture'' by focusing on global cuisines, food habits, and cultures, cultural diversity through international sports, films, and musical events, and the impact of globalisation on everyday life. Students will design ''a cultural portfolio'' in which they choose one country to research and present its unique food traditions, popular cultural events, and important contributions to global sports or arts. They will also examine how globalisation has influenced these traditions, such as the fusion of cuisines or the international popularity of certain sports and films. The portfolio will include visuals, descriptions, and personal reflections on what they have learnt about the interconnectedness of cultures worldwide. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Nisan

27. hafta 12-16 Nisan 2027

4

THEME 6: LIFE IN THE WORLD &CULTURE

Sub-themes: "Global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for global cuisines, food habits and cultures: Nouns: Consumption, a combination, flavour, nutrition, obesity, a portion, a preference, protein, spice. Verbs: To chop, to manufacture, to swallow. Adjectives: Affordable, balanced, beneficial, dairy, organic. Vocabulary for cultural diversity and international sports events: Nouns: Conservation, a leaflet, a legend, a myth, a parade. Verbs: To adapt, to classify, to distinguish, to inherit. Adjectives: Appropriate, mixed, precious. Adverbs: Genuinely. International sports events: Nouns: An applicant, a marathon, a medal, a membership, a referee, a spectator, a sponsorship, an opponent, a representative, a pitch, a venue. Verbs: To broadcast, to cheer, to equip. Adjectives: Entertaining, risky, skilled. Adverbs: Severely. Impact of globalisation on everyday life: Nouns: A civilization, fame. Verbs: To dominate, to edit, to exploit. Adjectives: industrial, universal, widespread. Adverbs: Apparently, extensively, rapidly. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -Modals for Probability: (''Can, Could, May, Might, Must''): (The combination of organic vegetables can provide a better source of nutrition). -Modals for Lack of Probability (''Can’t, Couldn’t''): (That can’t be dessert. It’s too sour!) -Modals for Speculation: (''Can, Could, May, Might, Must, Can’t, Couldn’t''): (She must be the assistant chef of this restaurant). -Modals for Deduction (''Must, Can’t, Might, May, Could''): (The meal must be high in protein because it’s made of meat). -Modals for Obligation and Necessity (''Must, Have to, Need'') Obligation in the Past (''Had to''): (They must wash their hands before cooking the food). -Modals for lack of Obligation (''Don’t have to- Don’t need to, Needn’t''): (You don’t have to eat that soup if it doesn’t taste good). -Modals for Prohibition (''Must not - Can’t''): (You can’t enter the kitchen. You don’t work here). -Modals for Lack of Prohibition (Modals for Permission) (''Can, may, could''): (You could learn the recipe if you like). -Modals for Advice (''Should, Ought to, Had better, Could''): (You should try Turkish ''Dolma'' if you want to taste traditional food in Türkiye) -Be Able to in the Present and Future: (People will be able to reach global markets more easily due to developments in technology in the future). Functions of the Grammatical Structures in Use: -Use of Modals (''Can, Could, May, Might, Must''): Expressing probability and speculation. -Use of Modals (''Can’t, Couldn’t''): Expressing lack of Probability. -Use of Modals (''Could, Must, Can’t, Might, May''): Expressing deduction. -Use of Modals (''Must, Have to, Need'') Obligation in the Past (''Had to''): Expressing obligation and necessity. -Use of Modals (''Don’t have to, Don’t need to, Needn’t''): Expressing lack of obligation. -Use of Modals (''Must not - Can’t''): Expressing prohibition. -Use of Modals (Modals for Permission) (''Can, may, could''): Expressing lack of prohibition. -Modals for Advice (''Should, Ought to, Had better, Could''): Expressing advice and recommendation. -Use of ''Be Able to in the Present and Future'' (''Am-is-are able to, will be able to'': Expressing ability. Target Social Language Expressions in Use: That’s part of our tradition! Let me show you something from our culture! Different is interesting, not weird! Culture brings us closer! Target Phonological Sounds in Use: Vowel: o Consonants: l, m, n, (ng), p Vowel: o: (/əʊ/, /ɒ/, /əʊ/) Consonants: l: (/ɛl/ /l/, silent /l/); m; (/ɛm/,/m/); n: (/ɛn/, /n/, silent /n/); ng: (/ng/); p: (piː//p/, silent /p/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme).

ENG.9.6.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.L2. Students can bring together the information in the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.L3. Students can make sense of and derive meaning from the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.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 global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' in relation to themselves or others, both individually and/or with others. ENG.9.6.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.6.R1. Students can prepare for reading the content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' efficiently and effectively. ENG.9.6.R2. Students can bring information together about the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' through skimming, scanning and detailed reading. ENG.9.6.R3. Students can make sense of and derive meaning from the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' in relation to themselves or others, both individually and/or with others. ENG.9.6.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 global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.6.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.6.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.W3. Students can construct new written content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' based on their understanding of the model(s) provided. ENG.9.6.W4. Students can practise producing written content based on the current theme ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.W5. Students can engage in the process of writing related to the content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.W6. Students can reconstruct their writing about the current theme on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' to communicate effectively about it. ENG.9.6.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 global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' in relation to themselves or others, both individually and/or with others. ENG.9.6.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.S2. Students can analyse and understand the model content related to ''Life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' to support the production of spoken language. ENG.9.6.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.S4. Students can construct meaningful spoken content about ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' through efficient and meaningful practice. ENG.9.6.S5. Students can reconstruct the information about ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' when communicating with others. ENG.9.6.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will explore the theme ''Life in the World and Culture'' by focusing on global cuisines, food habits, and cultures, cultural diversity through international sports, films, and musical events, and the impact of globalisation on everyday life. Students will design ''a cultural portfolio'' in which they choose one country to research and present its unique food traditions, popular cultural events, and important contributions to global sports or arts. They will also examine how globalisation has influenced these traditions, such as the fusion of cuisines or the international popularity of certain sports and films. The portfolio will include visuals, descriptions, and personal reflections on what they have learnt about the interconnectedness of cultures worldwide. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Nisan

28. hafta 19-23 Nisan 2027

4

THEME 6: LIFE IN THE WORLD &CULTURE THEME 7: LIFE IN NATURE & GLOBAL PROBLEMS

Sub-themes: "Global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for global cuisines, food habits and cultures: Nouns: Consumption, a combination, flavour, nutrition, obesity, a portion, a preference, protein, spice. Verbs: To chop, to manufacture, to swallow. Adjectives: Affordable, balanced, beneficial, dairy, organic. Vocabulary for cultural diversity and international sports events: Nouns: Conservation, a leaflet, a legend, a myth, a parade. Verbs: To adapt, to classify, to distinguish, to inherit. Adjectives: Appropriate, mixed, precious. Adverbs: Genuinely. International sports events: Nouns: An applicant, a marathon, a medal, a membership, a referee, a spectator, a sponsorship, an opponent, a representative, a pitch, a venue. Verbs: To broadcast, to cheer, to equip. Adjectives: Entertaining, risky, skilled. Adverbs: Severely. Impact of globalisation on everyday life: Nouns: A civilization, fame. Verbs: To dominate, to edit, to exploit. Adjectives: industrial, universal, widespread. Adverbs: Apparently, extensively, rapidly. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -Modals for Probability: (''Can, Could, May, Might, Must''): (The combination of organic vegetables can provide a better source of nutrition). -Modals for Lack of Probability (''Can’t, Couldn’t''): (That can’t be dessert. It’s too sour!) -Modals for Speculation: (''Can, Could, May, Might, Must, Can’t, Couldn’t''): (She must be the assistant chef of this restaurant). -Modals for Deduction (''Must, Can’t, Might, May, Could''): (The meal must be high in protein because it’s made of meat). -Modals for Obligation and Necessity (''Must, Have to, Need'') Obligation in the Past (''Had to''): (They must wash their hands before cooking the food). -Modals for lack of Obligation (''Don’t have to- Don’t need to, Needn’t''): (You don’t have to eat that soup if it doesn’t taste good). -Modals for Prohibition (''Must not - Can’t''): (You can’t enter the kitchen. You don’t work here). -Modals for Lack of Prohibition (Modals for Permission) (''Can, may, could''): (You could learn the recipe if you like). -Modals for Advice (''Should, Ought to, Had better, Could''): (You should try Turkish ''Dolma'' if you want to taste traditional food in Türkiye) -Be Able to in the Present and Future: (People will be able to reach global markets more easily due to developments in technology in the future). Functions of the Grammatical Structures in Use: -Use of Modals (''Can, Could, May, Might, Must''): Expressing probability and speculation. -Use of Modals (''Can’t, Couldn’t''): Expressing lack of Probability. -Use of Modals (''Could, Must, Can’t, Might, May''): Expressing deduction. -Use of Modals (''Must, Have to, Need'') Obligation in the Past (''Had to''): Expressing obligation and necessity. -Use of Modals (''Don’t have to, Don’t need to, Needn’t''): Expressing lack of obligation. -Use of Modals (''Must not - Can’t''): Expressing prohibition. -Use of Modals (Modals for Permission) (''Can, may, could''): Expressing lack of prohibition. -Modals for Advice (''Should, Ought to, Had better, Could''): Expressing advice and recommendation. -Use of ''Be Able to in the Present and Future'' (''Am-is-are able to, will be able to'': Expressing ability. Target Social Language Expressions in Use: That’s part of our tradition! Let me show you something from our culture! Different is interesting, not weird! Culture brings us closer! Target Phonological Sounds in Use: Vowel: o Consonants: l, m, n, (ng), p Vowel: o: (/əʊ/, /ɒ/, /əʊ/) Consonants: l: (/ɛl/ /l/, silent /l/); m; (/ɛm/,/m/); n: (/ɛn/, /n/, silent /n/); ng: (/ng/); p: (piː//p/, silent /p/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme). Sub-themes: "Natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for natural disasters and their impact on nature: Natural disasters: An earthquake, a volcanic eruption, a tsunami, a landslide, an avalanche, a flood, erosion, a hurricane, a tornado. Natural disasters’ impact on nature: Nouns: A habitat, a cliff, wildlife, species. Verbs: To harm, to erupt, to ruin. Adjectives: Widespread, inevitable. Adverbs: Inevitably. Vocabulary for natural disasters and their impact on humans: Nouns: An aid, a disorder, duration, a firefighter, hunger, a kit, panic, pity, shortage, a survival, a survivor, a tragedy. Verbs: To anticipate, to cope, to forecast, to overcome, to rescue, to strengthen. Adjectives: Anxious, desperate, homeless, miserable, tragic, severe, unfortunate, urgent. Adverbs: Desperately, dramatically. Vocabulary for impact of technology on global issues: Nouns: Healthcare, trading, a device, a recovery. Verbs: To heal, to cure, to maintain, to obtain, to progress. Adjectives: Wise. Adverbs: Primarily, efficiently, likewise. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -Relative Pronouns Used for Relative Clauses: (Which, Who, That) (Defining and Non-defining): (The earthquake that damaged the village caused many inhabitants to become homeless. The survivor, who lost their entire family in the flood, showed great resilience). Functions of the Grammatical Structures in Use: -Relative Pronouns Used for Relative Clauses: (Which, Who, That) (Defining and Non-defining): -Use of Defining Relative Clauses: (Which, Who, That): Referring to objects or things by providing essential information that identifies them. -Use of Non-defining Relative Clauses: (Which, Who, That): Referring to objects or things by adding extra, non-essential information without changing the core meaning of the sentence. Target Social Language Expressions in Use: Let’s not waste anything on this planet! We should do something for the Earth, even if it’s small. That earthquake was scary! Small actions matter for our world! We have to protect what we’ve got on this planet! Target Phonological Sounds in Use: Vowel: u Consonants: q, r, s, t Vowel: u: (/juː/, /ʌ/, /juː/, silent /u/) Consonants: q: (/kjuː/, /k/); r: (/ɑː/(Br), silent /r/ (Br), /aɹ/ (AmE), /ɹ/ (AmE), silent /r/ (Br)); s: (/s/, /ɛs/, /z/, silent /s/); t : (/tiː/, /t/, silent /t/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme).

ENG.9.6.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.L2. Students can bring together the information in the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.L3. Students can make sense of and derive meaning from the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.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 global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' in relation to themselves or others, both individually and/or with others. ENG.9.6.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.6.R1. Students can prepare for reading the content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' efficiently and effectively. ENG.9.6.R2. Students can bring information together about the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' through skimming, scanning and detailed reading. ENG.9.6.R3. Students can make sense of and derive meaning from the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' in relation to themselves or others, both individually and/or with others. ENG.9.6.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 global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.6.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.6.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.W3. Students can construct new written content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' based on their understanding of the model(s) provided. ENG.9.6.W4. Students can practise producing written content based on the current theme ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.W5. Students can engage in the process of writing related to the content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.W6. Students can reconstruct their writing about the current theme on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' to communicate effectively about it. ENG.9.6.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 global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' in relation to themselves or others, both individually and/or with others. ENG.9.6.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.S2. Students can analyse and understand the model content related to ''Life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' to support the production of spoken language. ENG.9.6.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''. ENG.9.6.S4. Students can construct meaningful spoken content about ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' through efficient and meaningful practice. ENG.9.6.S5. Students can reconstruct the information about ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' when communicating with others. ENG.9.6.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' in relation to themselves or others, both individually and/or with others. ENG.9.7.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.L2. Students can bring together the information in the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.L3. Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.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 nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' in relation to themselves or others, both individually and/or with others. ENG.9.7.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.7.R1. Students can prepare for reading the content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' efficiently and effectively. ENG.9.7.R2. Students can bring information together about the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' through skimming, scanning and detailed reading. ENG.9.7.R3. Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' in relation to themselves or others, both individually and/or with others. ENG.9.7.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.7.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.7.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.W3. Students can construct new written content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' based on their understanding of the model(s) provided. ENG.9.7.W4. Students can practise producing written content based on the current theme ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.W5. Students can engage in the process of writing related to the content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.W6. Students can reconstruct their writing about the current theme on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' to communicate effectively about it. ENG.9.7.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' in relation to themselves or others, both individually and/or with others. ENG.9.7.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.S2. Students can analyse and understand the model content related to ''Life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' to support the production of spoken language. ENG.9.7.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.S4. Students can construct meaningful spoken content about ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' through efficient and meaningful practice. ENG.9.7.S5. Students can reconstruct the information about ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' when communicating with others. ENG.9.7.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will explore the theme ''Life in the World and Culture'' by focusing on global cuisines, food habits, and cultures, cultural diversity through international sports, films, and musical events, and the impact of globalisation on everyday life. Students will design ''a cultural portfolio'' in which they choose one country to research and present its unique food traditions, popular cultural events, and important contributions to global sports or arts. They will also examine how globalisation has influenced these traditions, such as the fusion of cuisines or the international popularity of certain sports and films. The portfolio will include visuals, descriptions, and personal reflections on what they have learnt about the interconnectedness of cultures worldwide. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme. PERFORMANCE ASSIGNMENT: Students will search for the theme ''Life in Nature and Global Problems'' by examining the effects of humans on natural disasters and effects of natural disasters on nature and humans and the role of technology in addressing global issues such as healthcare, AI, and data solutions. Students will research a specific natural disaster for the details of its environmental and human impact and suggest innovative solutions for being prepared for disasters or recovery by using modern technology. They will design a multimedia presentation or poster showing how technological developments such as AI for disaster prediction can lessen the effects of these disasters. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Ulusal Egemenlik ve Çocuk Bayramı (23 Nisan)

Nisan

29. hafta 26-30 Nisan 2027

4

THEME 7: LIFE IN NATURE & GLOBAL PROBLEMS

Sub-themes: "Natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for natural disasters and their impact on nature: Natural disasters: An earthquake, a volcanic eruption, a tsunami, a landslide, an avalanche, a flood, erosion, a hurricane, a tornado. Natural disasters’ impact on nature: Nouns: A habitat, a cliff, wildlife, species. Verbs: To harm, to erupt, to ruin. Adjectives: Widespread, inevitable. Adverbs: Inevitably. Vocabulary for natural disasters and their impact on humans: Nouns: An aid, a disorder, duration, a firefighter, hunger, a kit, panic, pity, shortage, a survival, a survivor, a tragedy. Verbs: To anticipate, to cope, to forecast, to overcome, to rescue, to strengthen. Adjectives: Anxious, desperate, homeless, miserable, tragic, severe, unfortunate, urgent. Adverbs: Desperately, dramatically. Vocabulary for impact of technology on global issues: Nouns: Healthcare, trading, a device, a recovery. Verbs: To heal, to cure, to maintain, to obtain, to progress. Adjectives: Wise. Adverbs: Primarily, efficiently, likewise. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -Relative Pronouns Used for Relative Clauses: (Which, Who, That) (Defining and Non-defining): (The earthquake that damaged the village caused many inhabitants to become homeless. The survivor, who lost their entire family in the flood, showed great resilience). Functions of the Grammatical Structures in Use: -Relative Pronouns Used for Relative Clauses: (Which, Who, That) (Defining and Non-defining): -Use of Defining Relative Clauses: (Which, Who, That): Referring to objects or things by providing essential information that identifies them. -Use of Non-defining Relative Clauses: (Which, Who, That): Referring to objects or things by adding extra, non-essential information without changing the core meaning of the sentence. Target Social Language Expressions in Use: Let’s not waste anything on this planet! We should do something for the Earth, even if it’s small. That earthquake was scary! Small actions matter for our world! We have to protect what we’ve got on this planet! Target Phonological Sounds in Use: Vowel: u Consonants: q, r, s, t Vowel: u: (/juː/, /ʌ/, /juː/, silent /u/) Consonants: q: (/kjuː/, /k/); r: (/ɑː/(Br), silent /r/ (Br), /aɹ/ (AmE), /ɹ/ (AmE), silent /r/ (Br)); s: (/s/, /ɛs/, /z/, silent /s/); t : (/tiː/, /t/, silent /t/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme).

ENG.9.7.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.L2. Students can bring together the information in the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.L3. Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.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 nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' in relation to themselves or others, both individually and/or with others. ENG.9.7.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.7.R1. Students can prepare for reading the content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' efficiently and effectively. ENG.9.7.R2. Students can bring information together about the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' through skimming, scanning and detailed reading. ENG.9.7.R3. Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' in relation to themselves or others, both individually and/or with others. ENG.9.7.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.7.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.7.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.W3. Students can construct new written content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' based on their understanding of the model(s) provided. ENG.9.7.W4. Students can practise producing written content based on the current theme ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.W5. Students can engage in the process of writing related to the content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.W6. Students can reconstruct their writing about the current theme on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' to communicate effectively about it. ENG.9.7.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' in relation to themselves or others, both individually and/or with others. ENG.9.7.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.S2. Students can analyse and understand the model content related to ''Life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' to support the production of spoken language. ENG.9.7.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.S4. Students can construct meaningful spoken content about ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' through efficient and meaningful practice. ENG.9.7.S5. Students can reconstruct the information about ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' when communicating with others. ENG.9.7.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will search for the theme ''Life in Nature and Global Problems'' by examining the effects of humans on natural disasters and effects of natural disasters on nature and humans and the role of technology in addressing global issues such as healthcare, AI, and data solutions. Students will research a specific natural disaster for the details of its environmental and human impact and suggest innovative solutions for being prepared for disasters or recovery by using modern technology. They will design a multimedia presentation or poster showing how technological developments such as AI for disaster prediction can lessen the effects of these disasters. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Kût'ül Amâre Zaferi (29 Nisan)

Mayıs

30. hafta 3-7 Mayıs 2027

4

THEME 7: LIFE IN NATURE & GLOBAL PROBLEMS

Sub-themes: "Natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for natural disasters and their impact on nature: Natural disasters: An earthquake, a volcanic eruption, a tsunami, a landslide, an avalanche, a flood, erosion, a hurricane, a tornado. Natural disasters’ impact on nature: Nouns: A habitat, a cliff, wildlife, species. Verbs: To harm, to erupt, to ruin. Adjectives: Widespread, inevitable. Adverbs: Inevitably. Vocabulary for natural disasters and their impact on humans: Nouns: An aid, a disorder, duration, a firefighter, hunger, a kit, panic, pity, shortage, a survival, a survivor, a tragedy. Verbs: To anticipate, to cope, to forecast, to overcome, to rescue, to strengthen. Adjectives: Anxious, desperate, homeless, miserable, tragic, severe, unfortunate, urgent. Adverbs: Desperately, dramatically. Vocabulary for impact of technology on global issues: Nouns: Healthcare, trading, a device, a recovery. Verbs: To heal, to cure, to maintain, to obtain, to progress. Adjectives: Wise. Adverbs: Primarily, efficiently, likewise. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -Relative Pronouns Used for Relative Clauses: (Which, Who, That) (Defining and Non-defining): (The earthquake that damaged the village caused many inhabitants to become homeless. The survivor, who lost their entire family in the flood, showed great resilience). Functions of the Grammatical Structures in Use: -Relative Pronouns Used for Relative Clauses: (Which, Who, That) (Defining and Non-defining): -Use of Defining Relative Clauses: (Which, Who, That): Referring to objects or things by providing essential information that identifies them. -Use of Non-defining Relative Clauses: (Which, Who, That): Referring to objects or things by adding extra, non-essential information without changing the core meaning of the sentence. Target Social Language Expressions in Use: Let’s not waste anything on this planet! We should do something for the Earth, even if it’s small. That earthquake was scary! Small actions matter for our world! We have to protect what we’ve got on this planet! Target Phonological Sounds in Use: Vowel: u Consonants: q, r, s, t Vowel: u: (/juː/, /ʌ/, /juː/, silent /u/) Consonants: q: (/kjuː/, /k/); r: (/ɑː/(Br), silent /r/ (Br), /aɹ/ (AmE), /ɹ/ (AmE), silent /r/ (Br)); s: (/s/, /ɛs/, /z/, silent /s/); t : (/tiː/, /t/, silent /t/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme).

ENG.9.7.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.L2. Students can bring together the information in the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.L3. Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.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 nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' in relation to themselves or others, both individually and/or with others. ENG.9.7.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.7.R1. Students can prepare for reading the content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' efficiently and effectively. ENG.9.7.R2. Students can bring information together about the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' through skimming, scanning and detailed reading. ENG.9.7.R3. Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' in relation to themselves or others, both individually and/or with others. ENG.9.7.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.7.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.7.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.W3. Students can construct new written content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' based on their understanding of the model(s) provided. ENG.9.7.W4. Students can practise producing written content based on the current theme ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.W5. Students can engage in the process of writing related to the content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.W6. Students can reconstruct their writing about the current theme on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' to communicate effectively about it. ENG.9.7.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' in relation to themselves or others, both individually and/or with others. ENG.9.7.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.S2. Students can analyse and understand the model content related to ''Life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' to support the production of spoken language. ENG.9.7.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.S4. Students can construct meaningful spoken content about ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' through efficient and meaningful practice. ENG.9.7.S5. Students can reconstruct the information about ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' when communicating with others. ENG.9.7.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will search for the theme ''Life in Nature and Global Problems'' by examining the effects of humans on natural disasters and effects of natural disasters on nature and humans and the role of technology in addressing global issues such as healthcare, AI, and data solutions. Students will research a specific natural disaster for the details of its environmental and human impact and suggest innovative solutions for being prepared for disasters or recovery by using modern technology. They will design a multimedia presentation or poster showing how technological developments such as AI for disaster prediction can lessen the effects of these disasters. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Mayıs

31. hafta 10-14 Mayıs 2027

4

THEME 7: LIFE IN NATURE & GLOBAL PROBLEMS

Sub-themes: "Natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for natural disasters and their impact on nature: Natural disasters: An earthquake, a volcanic eruption, a tsunami, a landslide, an avalanche, a flood, erosion, a hurricane, a tornado. Natural disasters’ impact on nature: Nouns: A habitat, a cliff, wildlife, species. Verbs: To harm, to erupt, to ruin. Adjectives: Widespread, inevitable. Adverbs: Inevitably. Vocabulary for natural disasters and their impact on humans: Nouns: An aid, a disorder, duration, a firefighter, hunger, a kit, panic, pity, shortage, a survival, a survivor, a tragedy. Verbs: To anticipate, to cope, to forecast, to overcome, to rescue, to strengthen. Adjectives: Anxious, desperate, homeless, miserable, tragic, severe, unfortunate, urgent. Adverbs: Desperately, dramatically. Vocabulary for impact of technology on global issues: Nouns: Healthcare, trading, a device, a recovery. Verbs: To heal, to cure, to maintain, to obtain, to progress. Adjectives: Wise. Adverbs: Primarily, efficiently, likewise. *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -Relative Pronouns Used for Relative Clauses: (Which, Who, That) (Defining and Non-defining): (The earthquake that damaged the village caused many inhabitants to become homeless. The survivor, who lost their entire family in the flood, showed great resilience). Functions of the Grammatical Structures in Use: -Relative Pronouns Used for Relative Clauses: (Which, Who, That) (Defining and Non-defining): -Use of Defining Relative Clauses: (Which, Who, That): Referring to objects or things by providing essential information that identifies them. -Use of Non-defining Relative Clauses: (Which, Who, That): Referring to objects or things by adding extra, non-essential information without changing the core meaning of the sentence. Target Social Language Expressions in Use: Let’s not waste anything on this planet! We should do something for the Earth, even if it’s small. That earthquake was scary! Small actions matter for our world! We have to protect what we’ve got on this planet! Target Phonological Sounds in Use: Vowel: u Consonants: q, r, s, t Vowel: u: (/juː/, /ʌ/, /juː/, silent /u/) Consonants: q: (/kjuː/, /k/); r: (/ɑː/(Br), silent /r/ (Br), /aɹ/ (AmE), /ɹ/ (AmE), silent /r/ (Br)); s: (/s/, /ɛs/, /z/, silent /s/); t : (/tiː/, /t/, silent /t/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme).

ENG.9.7.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.L2. Students can bring together the information in the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.L3. Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.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 nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' in relation to themselves or others, both individually and/or with others. ENG.9.7.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.7.R1. Students can prepare for reading the content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' efficiently and effectively. ENG.9.7.R2. Students can bring information together about the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' through skimming, scanning and detailed reading. ENG.9.7.R3. Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' in relation to themselves or others, both individually and/or with others. ENG.9.7.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.7.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.7.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.W3. Students can construct new written content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' based on their understanding of the model(s) provided. ENG.9.7.W4. Students can practise producing written content based on the current theme ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.W5. Students can engage in the process of writing related to the content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.W6. Students can reconstruct their writing about the current theme on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' to communicate effectively about it. ENG.9.7.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' in relation to themselves or others, both individually and/or with others. ENG.9.7.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.S2. Students can analyse and understand the model content related to ''Life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' to support the production of spoken language. ENG.9.7.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''. ENG.9.7.S4. Students can construct meaningful spoken content about ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' through efficient and meaningful practice. ENG.9.7.S5. Students can reconstruct the information about ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' when communicating with others. ENG.9.7.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will search for the theme ''Life in Nature and Global Problems'' by examining the effects of humans on natural disasters and effects of natural disasters on nature and humans and the role of technology in addressing global issues such as healthcare, AI, and data solutions. Students will research a specific natural disaster for the details of its environmental and human impact and suggest innovative solutions for being prepared for disasters or recovery by using modern technology. They will design a multimedia presentation or poster showing how technological developments such as AI for disaster prediction can lessen the effects of these disasters. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Mayıs

32. hafta 17-21 Mayıs 2027

4

THEME 8: LIFE IN THE UNIVERSE & THE FUTURE

Sub-themes: "Universal issues in the future; search for habitable planets; space and technology'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for life in the universe: Nouns: Globe, oxygen, carbon, observation. Verbs: To observe. Adjectives: Mysterious, solar, essential, external, outer, unknown. Adverbs: Essentially, universally. Vocabulary for habitable planets: Nouns: Existence, an exploration, an inhabitant, an astronomer, a civilisation, a mission, a satellite, a rocket, a colony, radiation. Verbs: To attempt, to estimate, to detect, to launch, to settle. Adjectives: Distant, dynamic, massive, potential. Adverbs: Beyond, potentially, elsewhere. Vocabulary for space and technology: Nouns: An alien, a database, an aircraft, privacy, navigation. Verbs: To implement, to interact, to install, to advance, to transform. Adjectives: Sophisticated, efficient, curious, artificial. Phrases: Space mission, interplanetary travel *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -Zero Conditional: (If you heat water to 100 degrees Celsius, it boils). -Conditional 1: (If we leave early in the morning, we will have enough time to explore the city centre). -Conditional 2: (If we found another planet to live on, would people travel there?). -Wish Clauses: (I wish our planet could be a better place to live). Functions of the Grammatical Structures in Use: -Use of the Zero Conditional: Describing general truths, facts, and habits-situations where the result always happens if the condition is met. -Use of the Conditional 1: Describing realistic situations in future that are likely to happen and/or cause-andeffect relationship between a condition and its probable outcome. -Use of the Conditional 2: Describing imaginary, unlikely, and unreal situations in the present or future and their results. -Use of ''Wish Clauses'': Describing regrets, desires, and/or unreal situations about the present, future and the past. Target Social Language Expressions in Use: What do you think the future will be like? Would you go to space if you could? Sounds like sci-fi - but maybe not. The future is closer than we think! Big ideas start with small questions! Target Phonological Sounds in Use: Consonants: v, w, x, y, z Consonants: v: (/viː/, /v/); w: (/w/), silent /w/); x: (/ɛks/, /ks/, /gz/); y: (/waɪ/, /j/, /ɪ/, /iː/); z: /(zed/ (Br), /ziː/ (AmE), /z/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme).

ENG.9.8.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.L2. Students can bring together the information in the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.L3. Students can make sense of and derive meaning from the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.8.R1. Students can prepare for reading the content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' efficiently and effectively. ENG.9.8.R2. Students can bring information together about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' through skimming, scanning and detailed reading. ENG.9.8.R3. Students can make sense of and derive meaning from the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.8.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.8.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.W3. Students can construct new written content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' based on their understanding of the model(s) provided. ENG.9.8.W4. Students can practise producing written content based on the current theme ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.W5. Students can engage in the process of writing related to the content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.W6. Students can reconstruct their writing about the current theme on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' to communicate effectively about it. ENG.9.8.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.S2. Students can analyse and understand the model content related to ''Life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' to support the production of spoken language. ENG.9.8.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.S4. Students can construct meaningful spoken content about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' through efficient and meaningful practice. ENG.9.8.S5. Students can reconstruct the information about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' when communicating with others. ENG.9.8.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 the future with universal issues in the future; search for habitable planets; space and technology'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will work on and examine the theme ''Life in the Universe and the Future'' by searching universal issues in the future, the search for habitable planets, and advancements in space and technology. They will imagine what life could look like in the next century by focusing on how humanity could address challenges such as overpopulation, resource consumption, and environmental crises. Students will research current efforts to discover habitable planets and create a futuristic journal entry. They can enlarge their entry by a model of an advanced technology that could solve a universal issue or expand space exploration. The assignment will be evaluated by using a rubric scheme, a rating scale, and/ or a marking scheme.

Atatürk'ü Anma ve Gençlik ve Spor Bayramı (19 Mayıs)

Mayıs

33. hafta 24-28 Mayıs 2027

4

THEME 8: LIFE IN THE UNIVERSE & THE FUTURE EVALUATION

Sub-themes: "Universal issues in the future; search for habitable planets; space and technology'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for life in the universe: Nouns: Globe, oxygen, carbon, observation. Verbs: To observe. Adjectives: Mysterious, solar, essential, external, outer, unknown. Adverbs: Essentially, universally. Vocabulary for habitable planets: Nouns: Existence, an exploration, an inhabitant, an astronomer, a civilisation, a mission, a satellite, a rocket, a colony, radiation. Verbs: To attempt, to estimate, to detect, to launch, to settle. Adjectives: Distant, dynamic, massive, potential. Adverbs: Beyond, potentially, elsewhere. Vocabulary for space and technology: Nouns: An alien, a database, an aircraft, privacy, navigation. Verbs: To implement, to interact, to install, to advance, to transform. Adjectives: Sophisticated, efficient, curious, artificial. Phrases: Space mission, interplanetary travel *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -Zero Conditional: (If you heat water to 100 degrees Celsius, it boils). -Conditional 1: (If we leave early in the morning, we will have enough time to explore the city centre). -Conditional 2: (If we found another planet to live on, would people travel there?). -Wish Clauses: (I wish our planet could be a better place to live). Functions of the Grammatical Structures in Use: -Use of the Zero Conditional: Describing general truths, facts, and habits-situations where the result always happens if the condition is met. -Use of the Conditional 1: Describing realistic situations in future that are likely to happen and/or cause-andeffect relationship between a condition and its probable outcome. -Use of the Conditional 2: Describing imaginary, unlikely, and unreal situations in the present or future and their results. -Use of ''Wish Clauses'': Describing regrets, desires, and/or unreal situations about the present, future and the past. Target Social Language Expressions in Use: What do you think the future will be like? Would you go to space if you could? Sounds like sci-fi - but maybe not. The future is closer than we think! Big ideas start with small questions! Target Phonological Sounds in Use: Consonants: v, w, x, y, z Consonants: v: (/viː/, /v/); w: (/w/), silent /w/); x: (/ɛks/, /ks/, /gz/); y: (/waɪ/, /j/, /ɪ/, /iː/); z: /(zed/ (Br), /ziː/ (AmE), /z/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme).

ENG.9.8.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.L2. Students can bring together the information in the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.L3. Students can make sense of and derive meaning from the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.8.R1. Students can prepare for reading the content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' efficiently and effectively. ENG.9.8.R2. Students can bring information together about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' through skimming, scanning and detailed reading. ENG.9.8.R3. Students can make sense of and derive meaning from the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.8.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.8.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.W3. Students can construct new written content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' based on their understanding of the model(s) provided. ENG.9.8.W4. Students can practise producing written content based on the current theme ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.W5. Students can engage in the process of writing related to the content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.W6. Students can reconstruct their writing about the current theme on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' to communicate effectively about it. ENG.9.8.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.S2. Students can analyse and understand the model content related to ''Life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' to support the production of spoken language. ENG.9.8.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.S4. Students can construct meaningful spoken content about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' through efficient and meaningful practice. ENG.9.8.S5. Students can reconstruct the information about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' when communicating with others. ENG.9.8.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 the future with universal issues in the future; search for habitable planets; space and technology'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will work on and examine the theme ''Life in the Universe and the Future'' by searching universal issues in the future, the search for habitable planets, and advancements in space and technology. They will imagine what life could look like in the next century by focusing on how humanity could address challenges such as overpopulation, resource consumption, and environmental crises. Students will research current efforts to discover habitable planets and create a futuristic journal entry. They can enlarge their entry by a model of an advanced technology that could solve a universal issue or expand space exploration. The assignment will be evaluated by using a rubric scheme, a rating scale, and/ or a marking scheme.

İstanbul'un Fethi (29 Mayıs)

Haziran

34. hafta 31 Mayıs - 4 Haziran 2027

4

THEME 8: LIFE IN THE UNIVERSE & THE FUTURE

Sub-themes: "Universal issues in the future; search for habitable planets; space and technology'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for life in the universe: Nouns: Globe, oxygen, carbon, observation. Verbs: To observe. Adjectives: Mysterious, solar, essential, external, outer, unknown. Adverbs: Essentially, universally. Vocabulary for habitable planets: Nouns: Existence, an exploration, an inhabitant, an astronomer, a civilisation, a mission, a satellite, a rocket, a colony, radiation. Verbs: To attempt, to estimate, to detect, to launch, to settle. Adjectives: Distant, dynamic, massive, potential. Adverbs: Beyond, potentially, elsewhere. Vocabulary for space and technology: Nouns: An alien, a database, an aircraft, privacy, navigation. Verbs: To implement, to interact, to install, to advance, to transform. Adjectives: Sophisticated, efficient, curious, artificial. Phrases: Space mission, interplanetary travel *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -Zero Conditional: (If you heat water to 100 degrees Celsius, it boils). -Conditional 1: (If we leave early in the morning, we will have enough time to explore the city centre). -Conditional 2: (If we found another planet to live on, would people travel there?). -Wish Clauses: (I wish our planet could be a better place to live). Functions of the Grammatical Structures in Use: -Use of the Zero Conditional: Describing general truths, facts, and habits-situations where the result always happens if the condition is met. -Use of the Conditional 1: Describing realistic situations in future that are likely to happen and/or cause-andeffect relationship between a condition and its probable outcome. -Use of the Conditional 2: Describing imaginary, unlikely, and unreal situations in the present or future and their results. -Use of ''Wish Clauses'': Describing regrets, desires, and/or unreal situations about the present, future and the past. Target Social Language Expressions in Use: What do you think the future will be like? Would you go to space if you could? Sounds like sci-fi - but maybe not. The future is closer than we think! Big ideas start with small questions! Target Phonological Sounds in Use: Consonants: v, w, x, y, z Consonants: v: (/viː/, /v/); w: (/w/), silent /w/); x: (/ɛks/, /ks/, /gz/); y: (/waɪ/, /j/, /ɪ/, /iː/); z: /(zed/ (Br), /ziː/ (AmE), /z/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme).

ENG.9.8.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.L2. Students can bring together the information in the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.L3. Students can make sense of and derive meaning from the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.8.R1. Students can prepare for reading the content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' efficiently and effectively. ENG.9.8.R2. Students can bring information together about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' through skimming, scanning and detailed reading. ENG.9.8.R3. Students can make sense of and derive meaning from the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.8.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.8.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.W3. Students can construct new written content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' based on their understanding of the model(s) provided. ENG.9.8.W4. Students can practise producing written content based on the current theme ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.W5. Students can engage in the process of writing related to the content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.W6. Students can reconstruct their writing about the current theme on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' to communicate effectively about it. ENG.9.8.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.S2. Students can analyse and understand the model content related to ''Life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' to support the production of spoken language. ENG.9.8.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.S4. Students can construct meaningful spoken content about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' through efficient and meaningful practice. ENG.9.8.S5. Students can reconstruct the information about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' when communicating with others. ENG.9.8.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 the future with universal issues in the future; search for habitable planets; space and technology'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will work on and examine the theme ''Life in the Universe and the Future'' by searching universal issues in the future, the search for habitable planets, and advancements in space and technology. They will imagine what life could look like in the next century by focusing on how humanity could address challenges such as overpopulation, resource consumption, and environmental crises. Students will research current efforts to discover habitable planets and create a futuristic journal entry. They can enlarge their entry by a model of an advanced technology that could solve a universal issue or expand space exploration. The assignment will be evaluated by using a rubric scheme, a rating scale, and/ or a marking scheme.

Haziran

35. hafta 7-11 Haziran 2027

4

THEME 8: LIFE IN THE UNIVERSE & THE FUTURE

Sub-themes: "Universal issues in the future; search for habitable planets; space and technology'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for life in the universe: Nouns: Globe, oxygen, carbon, observation. Verbs: To observe. Adjectives: Mysterious, solar, essential, external, outer, unknown. Adverbs: Essentially, universally. Vocabulary for habitable planets: Nouns: Existence, an exploration, an inhabitant, an astronomer, a civilisation, a mission, a satellite, a rocket, a colony, radiation. Verbs: To attempt, to estimate, to detect, to launch, to settle. Adjectives: Distant, dynamic, massive, potential. Adverbs: Beyond, potentially, elsewhere. Vocabulary for space and technology: Nouns: An alien, a database, an aircraft, privacy, navigation. Verbs: To implement, to interact, to install, to advance, to transform. Adjectives: Sophisticated, efficient, curious, artificial. Phrases: Space mission, interplanetary travel *National and religious days, festivals and celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al- Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Grammatical Structures in Use: -Zero Conditional: (If you heat water to 100 degrees Celsius, it boils). -Conditional 1: (If we leave early in the morning, we will have enough time to explore the city centre). -Conditional 2: (If we found another planet to live on, would people travel there?). -Wish Clauses: (I wish our planet could be a better place to live). Functions of the Grammatical Structures in Use: -Use of the Zero Conditional: Describing general truths, facts, and habits-situations where the result always happens if the condition is met. -Use of the Conditional 1: Describing realistic situations in future that are likely to happen and/or cause-andeffect relationship between a condition and its probable outcome. -Use of the Conditional 2: Describing imaginary, unlikely, and unreal situations in the present or future and their results. -Use of ''Wish Clauses'': Describing regrets, desires, and/or unreal situations about the present, future and the past. Target Social Language Expressions in Use: What do you think the future will be like? Would you go to space if you could? Sounds like sci-fi - but maybe not. The future is closer than we think! Big ideas start with small questions! Target Phonological Sounds in Use: Consonants: v, w, x, y, z Consonants: v: (/viː/, /v/); w: (/w/), silent /w/); x: (/ɛks/, /ks/, /gz/); y: (/waɪ/, /j/, /ɪ/, /iː/); z: /(zed/ (Br), /ziː/ (AmE), /z/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme).

ENG.9.8.L1.Students. can prepare and get ready for listening (to)/watching about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.L2. Students can bring together the information in the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.L3. Students can make sense of and derive meaning from the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.9.8.R1. Students can prepare for reading the content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' efficiently and effectively. ENG.9.8.R2. Students can bring information together about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' through skimming, scanning and detailed reading. ENG.9.8.R3. Students can make sense of and derive meaning from the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.9.8.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.9.8.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.W3. Students can construct new written content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' based on their understanding of the model(s) provided. ENG.9.8.W4. Students can practise producing written content based on the current theme ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.W5. Students can engage in the process of writing related to the content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.W6. Students can reconstruct their writing about the current theme on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' to communicate effectively about it. ENG.9.8.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' in relation to themselves or others, both individually and/or with others. ENG.9.8.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.S2. Students can analyse and understand the model content related to ''Life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' to support the production of spoken language. ENG.9.8.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''. ENG.9.8.S4. Students can construct meaningful spoken content about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' through efficient and meaningful practice. ENG.9.8.S5. Students can reconstruct the information about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' when communicating with others. ENG.9.8.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 the future with universal issues in the future; search for habitable planets; space and technology'' in relation to themselves or others, both individually and/or with others.

PERFORMANCE ASSIGNMENT: Students will work on and examine the theme ''Life in the Universe and the Future'' by searching universal issues in the future, the search for habitable planets, and advancements in space and technology. They will imagine what life could look like in the next century by focusing on how humanity could address challenges such as overpopulation, resource consumption, and environmental crises. Students will research current efforts to discover habitable planets and create a futuristic journal entry. They can enlarge their entry by a model of an advanced technology that could solve a universal issue or expand space exploration. The assignment will be evaluated by using a rubric scheme, a rating scale, and/ or a marking scheme.

Haziran

36. hafta 14-18 Haziran 2027

OKUL TEMELLİ PLANLAMA*

OKUL TEMELLİ PLANLAMA*

OKUL TEMELLİ PLANLAMA*

OKUL TEMELLİ PLANLAMA*

OKUL TEMELLİ PLANLAMA*

Haziran

37. hafta 21-25 Haziran 2027

SOSYAL AKTİVİTE

SOSYAL AKTİVİTE

SOSYAL AKTİVİTE

SOSYAL AKTİVİTE

SOSYAL AKTİVİTE