<section class="invoice"> <div class="row"> <div class="col-12 text-center" style="text-align: center;"> <p style="font-weight: bold;"> 2025-2026 EĞİTİM-ÖĞRETİM YILI .......................................................................... <br> 6. SINIF İNGILIZCE(MAARIF*) DERSİ ÜNİTELENDİRİLMİŞ YILLIK PLANI </p> <p class="text-right mb-0 mt-0" style="text-align:right!important;margin-top:0;margin-bottom:0; font-size:8pt;">Türkiye Yüzyılı Maarif Modeli</p> </div> <div class="col-12 table-responsive" style="font-size:10px;"> <table width="100%" style="border:none;margin-bottom:20px;"> <thead> <tr style="height: 30px;"> <th style="text-align:center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="3">SÜRE</th> <th style="text-align:center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="2">ÜNİTE/TEMA - İÇERİK ÇERÇEVESİ</th> <th style="text-align:center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="2">ÖĞRENME ÇIKTILARI VE SÜREÇ BİLEŞENLERİ</th> <th style="text-align:center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="3">PROGRAMLAR ARASI BİLEŞENLER</th> <th style="text-align:center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="1">BELİRLİ GÜN VE HAFTALAR</th> </tr> <tr > <th style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" >AY</th> <th style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" >HAFTA</th> <th style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" >SAAT</th> <th style=" text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ÜNİTE/TEMA</th> <th style="text-align:center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">KONU (İÇERİK ÇERÇEVESİ)</th> <th style="text-align:center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ÖĞRENME ÇIKTILARI </th> <th style="text-align:center; vertical-align:top; width:30%!important;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SÜREÇ BİLEŞENLERİ</th> <th style="text-align:center; vertical-align:top; border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SOSYAL - DUYGUSAL ÖĞRENME BECERİLERİ</th> <th style="text-align:center; vertical-align:top; border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">DEĞERLER</th> <th style="text-align:center; vertical-align:top; border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">OKURYAZARLIK BECERİLERİ</th> <th style="text-align:center; vertical-align:top; border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">BELİRLİ GÜN VE HAFTALAR</th> </tr> </thead> <tbody> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EYLÜL </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 1. Hafta: </div> <div> 08-12 Eylül </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ORIENTATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ORIENTATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ORIENTATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ORIENTATION</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > ORIENTATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ORIENTATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ORIENTATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Uluslararası Temiz Hava Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EYLÜL </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 2. Hafta: </div> <div> 15-19 Eylül </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SCHOOL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Roles and responsibilities at school</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.6.1.L1 Students can get ready for the listening/watching-comprehension process for the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” carefully. **READING:** ENG.6.1.R1 Students can get ready for the reading-comprehension process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. **WRITING:** ENG.6.1.W1 Students can get ready for the writing-expression process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. **SPEAKING:** ENG.6.1.S1 Students can get ready for speaking-expression process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. **VOCABULARY:** ENG.6.1.V1 S tudents can select and use the target vocabulary of the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. **GRAMMAR:** ENG.6.1.G1 Students can select and use the target grammatical elements of the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. Students make predictions about the current content on “school life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. Students make significant preliminary predictions about the current content based on recognised relationships. Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1.. Justice,V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V12.. Patience,V14.. Respect,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy 561 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> İlköğretim Haftası, Mevlid-i Nebî Haftası, Öğrenciler Günü, Gaziler Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EYLÜL </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 3. Hafta: </div> <div> 22-26 Eylül </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SCHOOL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Roles and responsibilities at school</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.6.1.L2 S tudents can bring information about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening/watching it. **READING:** ENG.6.1.R2 Students can bring information about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. **WRITING:** ENG.6.1.W2 Students can understand the model/example for the writing task about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. **SPEAKING:** ENG.6.1.S2 Students can use the model/example for producing verbal content about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. **PRONUNCIATION:** ENG.6.1.P1 Students can select and use the target phonological elements of the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. **LISTENING:** ENG.6.1.L3 Students can make meaning of/derive meaning from the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” through significant details by listening/watching it carefully.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students comprehend the topic of the current content by listening (to)/watching it as a whole. Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. Students read the current content to scan the major components silently and quickly with the help of the clues provided. Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. Students recognise the target phonological elements of the current content when they are heard in different contexts. Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. Students use the target theme-specific phonological elements of the current content appropriately, spontaneously, and effectively when communicating with others. Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. Students make important and necessary classifications in the current content that help them to understand it better with details. Students make important and necessary comparisons in the current content that help them to understand it better with details. Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. Students internalise the current content in an individualised and appropriate way according to age and language level. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1.. Justice,V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V12.. Patience,V14.. Respect,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy 561 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EYLÜL </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 4. Hafta: </div> <div> 29 Eylül- 03 Ekim </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SCHOOL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Roles and responsibilities at school</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.6.1.L4 Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. **READING:** ENG.6.1.R3 Students can make meaning of / derive meaning from the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” by reading it carefully. **WRITING:** ENG.6.1.W3 S tudents can organise a content for the assigned writing task on the current content “school life with roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided. **SPEAKING:** ENG.6.1.S3 S tudents can organise a new verbal content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. **READING:** ENG.6.1.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.6.1.W4 Students can individually construct/form content for the assigned writing task on the current content “school life with roles, and responsibilities at school; school routines; national days and celebrations”.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. Students make meaningful inferences from the information in the current content by examining it carefully. Students internalise the information in the current content in an individualised and appropriate way according to age and language level. Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1.. Justice,V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V12.. Patience,V14.. Respect,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy 561 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Disleksi Haftası, Dünya Disleksi Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EKIM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 5. Hafta: </div> <div> 06-10 Ekim </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SCHOOL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Roles and responsibilities at school</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**WRITING:** ENG.6.1.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “school life with roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people. **SPEAKING:** ENG.6.1.S4 Students can construct a new verbal content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. **WRITING:** ENG.6.1.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. **SPEAKING:** ENG.6.1.S5 Students can reorganise (reconstruct) and use information about the “school life with roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1.. Justice,V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V12.. Patience,V14.. Respect,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy 561 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Ahilik Kültürü Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EKIM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 6. Hafta: </div> <div> 13-17 Ekim </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">CLASSROOM LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Daily and study routines</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.6.2.L1 Students can get ready for the listening/watching-comprehension process for the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” carefully. **READING:** ENG.6.2.R1 Students can get ready for the reading-comprehension process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. **WRITING:** ENG.6.2.W1 Students can get ready for the writing-expression process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. **SPEAKING:** ENG.6.2.S1 Students can get ready for speaking-expression process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. **VOCABULARY:** ENG.6.2.V1 Students can select and use the target vocabulary of the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. **GRAMMAR:** ENG.6.2.G1 Students can select and use the target grammatical elements of the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. Students make predictions about the current content on “classroom life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. Students make significant preliminary predictions about the current content based on recognised relationships. Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V12.. Patience,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EKIM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 7. Hafta: </div> <div> 20-24 Ekim </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">CLASSROOM LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Daily and study routines</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.6.2.L2 Students can bring information about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” together through significant details and main components while listening/ watching it. **READING:** ENG.6.2.R2 S tudents can bring information about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. **WRITING:** ENG.6.2.W2 Students can understand the model/example for the writing task about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. **SPEAKING:** ENG.6.2.S2 Students can use the model/example for producing verbal content about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. **PRONUNCIATION:** ENG.6.2.P1 S tudents can select and use the target phonological elements of the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. **LISTENING:** ENG.6.2.L3 Students can make meaning of/derive meaning from the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through significant details by listening/watching it carefully.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students comprehend the topic of the current content by listening (to)/watching it as a whole. Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. Students read the current content to scan the major components silently and quickly with the help of the clues provided. Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. Students recognise the target phonological elements of the current content when they are heard in different contexts. Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. Students make important and necessary classifications in the current content that help them to understand it better with details. Students make important and necessary comparisons in the current content that help them to understand it better with details. Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. Students internalise the current content in an individualised and appropriate way according to age and language level. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V12.. Patience,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EKIM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 8. Hafta: </div> <div> 27-31 Ekim </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">CLASSROOM LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Daily and study routines</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.6.2.L4 Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. **READING:** ENG.6.2.R3 Students can make meaning of / derive meaning from the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by reading it carefully. **WRITING:** ENG.6.2.W3 Students can organise a content for the assigned writing task on the current content “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” based on the model/example provided. **SPEAKING:** ENG.6.2.S3 Students can organise a new verbal content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically. **READING:** ENG.6.2.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.6.2.W4 Students can individually construct/form content for the assigned writing task on the current content “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. Students make meaningful inferences from the information in the current content by examining it carefully. Students internalise the information in the current content in an individualised and appropriate way according to age and language level. Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V12.. Patience,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Cumhuriyet Bayramı </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> KASIM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 9. Hafta: </div> <div> 03-07 Kasım </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">CLASSROOM LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Daily and study routines</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**WRITING:** ENG.6.2.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people. **SPEAKING:** ENG.6.2.S4 Students can construct a new verbal content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically. **WRITING:** ENG.6.2.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others. **SPEAKING:** ENG.6.2.S5 Students can reorganise (reconstruct) and use information about the “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V12.. Patience,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Kızılay Haftası, Organ Bağışı ve Nakli Haftası, Lösemili Çocuklar Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> KASIM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 10. Hafta: </div> <div> 10-14 Kasım </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">1. Dönem Ara Tatili</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">1. Dönem Ara Tatili</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">1. Dönem Ara Tatili</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"></td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Atatürk Haftası, Afet Eğitimi Hazırlık Günü, Dünya Diyabet Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> KASIM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 11. Hafta: </div> <div> 17-21 Kasım </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">PERSONAL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Body parts, physical appearance and clothes</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.6.3.L1 Students can get ready for the listening/watching-comprehension process for the current content on “personal life with body parts, physical appearance and clothes; personality and character” carefully. **READING:** ENG.6.3.R1 Students can get ready for the reading-comprehension process about the current content on “personal life with body parts, physical appearance and clothes; personality and character”. **WRITING:** ENG.6.3.W1 Students can get ready for the writing-expression process about the current content on “personal life with body parts, physical appearance and clothes; personality and character”. **SPEAKING:** ENG.6.3.S1 Students can get ready for speaking-expression process about the current content on “personal life with body parts, physical appearance and clothes; personality and character”. **VOCABULARY:** ENG.6.3.V1 Students can select and use the target vocabulary of the current content about “personal life with body parts, physical appearance and clothes; personality and character” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. **GRAMMAR:** ENG.6.3.G1 Students can select and use the target grammatical elements of the current content about “personal life with body parts, physical appearance and clothes; personality and character” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. Students make predictions about the current content on “personal life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. Students make significant preliminary predictions about the current content based on recognised relationships. Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1.. Justice,V2.. Family Integrity,V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V12.. Patience,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Dünya Felsefe Günü, Dünya Çocuk Hakları Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> KASIM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 12. Hafta: </div> <div> 24-28 Kasım </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">PERSONAL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Body parts, physical appearance and clothes</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.6.3.L2 Students can bring information about the current content on “personal life with body parts, physical appearance and clothes; personality and character” together through significant details and main components while listening/watching it. **READING:** ENG.6.3.R2 Students can bring information about the current content on “personal life with body parts, physical appearance and clothes; personality and character” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. **WRITING:** ENG.6.3.W2 Students can understand the model/example for the writing task about the current content on “personal life with body parts, physical appearance and clothes; personality and character”. **SPEAKING:** ENG.6.3.S2 Students can use the model/example for producing verbal content about the current content on “personal life with body parts, physical appearance and clothes; personality and character”. **PRONUNCIATION:** ENG.6.3.P1 Students can select and use the target phonological elements of the current content about “personal life with body parts, physical appearance and clothes; personality and character” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. **LISTENING:** ENG.6.3.L3 Students can make meaning of/derive meaning from the current content on “personal life with body parts, physical appearance and clothes; personality and character” through significant details by listening/watching it carefully.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students comprehend the topic of the current content by listening (to)/watching it as a whole. Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. Students read the current content to scan the major components silently and quickly with the help of the clues provided. Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. Students recognise the target phonological elements of the current content when they are heard in different contexts. Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. Students make important and necessary classifications in the current content that help them to understand it better with details. Students make important and necessary comparisons in the current content that help them to understand it better with details. Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. Students internalise the current content in an individualised and appropriate way according to age and language level. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1.. Justice,V2.. Family Integrity,V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V12.. Patience,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Ağız ve Diş Sağlığı Haftası, Öğretmenler Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ARALIK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 13. Hafta: </div> <div> 01-05 Aralık </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">PERSONAL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Body parts, physical appearance and clothes</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.6.3.L4 Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with body parts, physical appearance and clothes; personality and character”. **READING:** ENG.6.3.R3 Students can make meaning of / derive meaning from the current content about “personal life with body parts, physical appearance and clothes; personality and character” by reading it carefully. **WRITING:** ENG.6.3.W3 Students can organise a content for the assigned writing task on the current content “personal life with body parts, physical appearance and clothes; personality and character” based on the model/example provided. **SPEAKING:** ENG.6.3.S3 Students can organise a new verbal content on “personal life with body parts, physical appearance and clothes; personality and character” by speaking accurately, efficiently, and authentically. **READING:** ENG.6.3.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with body parts, physical appearance and clothes; personality and character” in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.6.3.W4 Students can individually construct/form content for the assigned writing task on the current content “personal life with body parts, physical appearance and clothes; personality and character” .</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. Students make meaningful inferences from the information in the current content by examining it carefully. Students internalise the information in the current content in an individualised and appropriate way according to age and language level. Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1.. Justice,V2.. Family Integrity,V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V12.. Patience,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Dünya Engelliler Günü, Dünya Madenciler Günü, Türk Kadınına Seçme ve Seçilme Hakkının Verilişi </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ARALIK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 14. Hafta: </div> <div> 08-12 Aralık </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">PERSONAL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Body parts, physical appearance and clothes</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**WRITING:** ENG.6.3.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the“personal life with body parts, physical appearance and clothes; personality and character” to communicate with other people. **SPEAKING:** ENG.6.3.S4 Students can construct a new verbal content on “personal life with body parts, physical appearance and clothes; personality and character” by speaking accurately, efficiently, and authentically. **WRITING:** ENG.6.3.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with body parts, physical appearance and clothes; personality and character” in relation to themselves or others, both individually and/or with others. **SPEAKING:** ENG.6.3.S5 Students can reorganise (reconstruct) and use information about the “personal life with body parts, physical appearance and clothes; personality and character” to communicate with other people.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1.. Justice,V2.. Family Integrity,V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V12.. Patience,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Mevlana Haftası, İnsan Hakları ve Demokrasi Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ARALIK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 15. Hafta: </div> <div> 15-19 Aralık </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">FAMILY LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Family members' jobs, working places, and job routines</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.6.4.L1 Students can get ready for the listening/watching-comprehension process for the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” carefully. **READING:** ENG.6.4.R1 Students can get ready for the reading-comprehension process about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. **WRITING:** ENG.6.4.W1 Students can get ready for the writing-expression process about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. **SPEAKING:** ENG.6.4.S1 Students can get ready for speaking-expression process about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. **VOCABULARY:** ENG.6.4.V1 Students can select and use the target vocabulary of the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. **GRAMMAR:** ENG.6.4.G1 S tudents can select and use the target grammatical elements of the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. Students make predictions about the current content on “family life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. Students make significant preliminary predictions about the current content based on recognised relationships. Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1.. Justice,V2.. Family Integrity,V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V12.. Patience,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Tutum, Yatırım ve Türk Malları Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ARALIK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 16. Hafta: </div> <div> 22-26 Aralık </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">FAMILY LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Family members' jobs, working places, and job routines</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.6.4.L2 Students can bring information about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” together through significant details and main components while listening/watching it. **READING:** ENG.6.4.R2 Students can bring information about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. **WRITING:** ENG.6.4.W2 Students can understand the model/example for the writing task about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. **SPEAKING:** ENG.6.4.S2 Students can use the model/example for producing verbal content about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. **PRONUNCIATION:** ENG.6.4.P1 Students can select and use the target phonological elements of the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. **LISTENING:** ENG.6.4.L3 Students can make meaning of/derive meaning from the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” through significant details by listening/watching it carefully.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students comprehend the topic of the current content by listening (to)/watching it as a whole. Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. Students read the current content to scan the major components silently and quickly with the help of the clues provided. Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. Students recognise the target phonological elements of the current content when they are heard in different contexts. Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. Students make important and necessary classifications in the current content that help them to understand it better with details. Students make important and necessary comparisons in the current content that help them to understand it better with details. Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. Students internalise the current content in an individualised and appropriate way according to age and language level. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1.. Justice,V2.. Family Integrity,V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V12.. Patience,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Mehmet Akif Ersoy'u Anma Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ARALIK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 17. Hafta: </div> <div> 29 Aralık- 02 Ocak </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">FAMILY LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Family members' jobs, working places, and job routines</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.6.4.L4 Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. **READING:** ENG.6.4.R3 S tudents can make meaning of / derive meaning from the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” by reading it carefully. **WRITING:** ENG.6.4.W3 S tudents can organise a content for the assigned writing task on the current content “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” based on the model/example provided. **SPEAKING:** ENG.6.4.S3 Students can organise a new verbal content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” by speaking accurately, efficiently, and authentically. **READING:** ENG.6.4.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.6.4.W4 Students can individually construct/form content for the assigned writing task on the current content “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. Students make meaningful inferences from the information in the current content by examining it carefully. Students internalise the information in the current content in an individualised and appropriate way according to age and language level. Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. Students organise and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1.. Justice,V2.. Family Integrity,V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V12.. Patience,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> OCAK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 18. Hafta: </div> <div> 05-09 Ocak </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">FAMILY LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Family members' jobs, working places, and job routines</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**WRITING:** ENG.6.4.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” to communicate with other people. **SPEAKING:** ENG.6.4.S4 Students can construct a new verbal content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” by speaking accurately, efficiently, and authentically. **WRITING:** ENG.6.4.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” in relation to themselves or others, both individually and/or with others. **SPEAKING:** ENG.6.4.S5 Students can reorganise (reconstruct) and use information about the “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” to communicate with other people.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1.. Justice,V2.. Family Integrity,V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V12.. Patience,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Enerji Tasarrufu Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> OCAK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 19. Hafta: </div> <div> 12-16 Ocak </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Etkinlik Haftası</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Etkinlik Haftası</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Etkinlik Haftası</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"></td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> OCAK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 20. Hafta: </div> <div> 19-23 Ocak </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Yarıyıl Tatili</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Yarıyıl Tatili</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Yarıyıl Tatili</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"></td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> OCAK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 21. Hafta: </div> <div> 26-30 Ocak </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Yarıyıl Tatili</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Yarıyıl Tatili</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Yarıyıl Tatili</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"></td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ŞUBAT </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 22. Hafta: </div> <div> 02-06 Şubat </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN THE NEIGHBOURHOOD & CULTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Festivals and events in the neighbourhood and city</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.6.5.L3 Students can make meaning of/derive meaning from the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” through significant details by listening/watching it carefully. **READING:** ENG.6.5.R2 Students can bring information about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. **WRITING:** ENG.6.5.W2 Students can understand the model/example for the writing task about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. **SPEAKING:** ENG.6.5.S2 Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. **LISTENING:** ENG.6.5.L4 Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. **READING:** ENG.6.5.R3 S tudents can make meaning of / derive meaning from the current content about “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” by reading it carefully. **WRITING:** ENG.6.5.W3 S tudents can organise a content for the assigned writing task on the current content “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” based on the model/example provided. **SPEAKING:** ENG.6.5.S3 Students can organise a new verbal content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. Students make important and necessary classifications in the current content that help them to understand it better with details. Students make important and necessary comparisons in the current content that help them to understand it better with details. Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. Students internalise the current content in an individualised and appropriate way according to age and language level. Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. Students read the current content to scan the major components silently and quickly with the help of the clues provided. Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. Students make meaningful inferences from the information in the current content by examining it carefully. Students internalise the information in the current content in an individualised and appropriate way according to age and language level. Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1.. Justice,V3.. Diligence,V4.. Friendship,V5.. Sensitivity,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V14.. Respect,V16.. Responsibility,V19.. Patriotism,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy 641 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ŞUBAT </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 23. Hafta: </div> <div> 09-13 Şubat </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN THE NEIGHBOURHOOD & CULTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Festivals and events in the neighbourhood and city</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**READING:** ENG.6.5.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.6.5.W4 Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. **SPEAKING:** ENG.6.5.S4 Students can construct a new verbal content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. **WRITING:** ENG.6.5.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” to communicate with other people. **SPEAKING:** ENG.6.5.S5 Students can reorganise (reconstruct) and use information about the “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” to communicate with other people.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1.. Justice,V3.. Diligence,V4.. Friendship,V5.. Sensitivity,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V14.. Respect,V16.. Responsibility,V19.. Patriotism,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy 641 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ŞUBAT </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 24. Hafta: </div> <div> 16-20 Şubat </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN THE WORLD & CULTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Food types and events from different parts of the world</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.6.6.L1 Students can get ready for the listening/watching-comprehension process for the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” carefully. **READING:** ENG.6.6.R1 Students can get ready for the reading-comprehension process about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. **WRITING:** ENG.6.6.W1 Students can get ready for the writing-expression process about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. **SPEAKING:** ENG.6.6.S1 Students can get ready for speaking-expression process about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. **VOCABULARY:** ENG.6.6.V1 Students can select and use the target vocabulary of the current content about “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. **GRAMMAR:** ENG.6.6.G1 Students can select and use the target grammatical elements of the current content about “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. **PRONUNCIATION:** ENG.6.6.P1 Students can select and use the target phonological elements of the current content about “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. **LISTENING:** ENG.6.6.L2 S tudents can bring information about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” together through significant details and main components while listening/ watching it.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. Students make predictions about the current content on “life in the world and culture” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. Students make significant preliminary predictions about the current content based on recognised relationships. Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. Students recognise the target phonological elements of the current content when they are heard in different contexts. Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. Students comprehend the topic of the current content by listening (to)/watching it as a whole. Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1.. Justice,V3.. Diligence,V4.. Friendship,V5.. Sensitivity,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V14.. Respect,V16.. Responsibility,V19.. Patriotism,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy 661 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ŞUBAT </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 25. Hafta: </div> <div> 23-27 Şubat </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN THE WORLD & CULTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Food types and events from different parts of the world</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.6.6.L3 Students can make meaning of/derive meaning from the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” through significant details by listening/watching it carefully. **READING:** ENG.6.6.R2 Students can bring information about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. **WRITING:** ENG.6.6.W2 Students can understand the model/example for the writing task about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. **SPEAKING:** ENG.6.6.S2 Students can use the model/example for producing verbal content about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. **LISTENING:** ENG.6.6.L4 Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. **READING:** ENG.6.6.R3 S tudents can make meaning of / derive meaning from the current content about “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” by reading it carefully. **WRITING:** ENG.6.6.W3 S tudents can organise a content for the assigned writing task on the current content “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” based on the model/example provided. **SPEAKING:** ENG.6.6.S3 Students can organise a new verbal content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” by speaking accurately, efficiently, and authentically.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. Students make important and necessary classifications in the current content that help them to understand it better with details. Students make important and necessary comparisons in the current content that help them to understand it better with details. Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. Students internalise the current content in an individualised and appropriate way according to age and language level. Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. Students read the current content to scan the major components silently and quickly with the help of the clues provided. Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. Students understand the components and details of the content in the provided model/ sample which is displayed as a guide by examining it carefully. Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. Students make meaningful inferences from the information in the current content by examining it carefully. Students internalise the information in the current content in an individualised and appropriate way according to age and language level. Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1.. Justice,V3.. Diligence,V4.. Friendship,V5.. Sensitivity,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V14.. Respect,V16.. Responsibility,V19.. Patriotism,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy 661 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Vergi Haftası, Yeşilay Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MART </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 26. Hafta: </div> <div> 02-06 Mart </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN THE WORLD & CULTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Food types and events from different parts of the world</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**READING:** ENG.6.6.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.6.6.W4 Students can individually construct/form content for the assigned writing task on the current content “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. **SPEAKING:** ENG.6.6.S4 Students can construct a new verbal content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” by speaking accurately, efficiently, and authentically. **WRITING:** ENG.6.6.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” to communicate with other people. **SPEAKING:** ENG.6.6.S5 Students can reorganise (reconstruct) and use information about the “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” to communicate with other people.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1.. Justice,V3.. Diligence,V4.. Friendship,V5.. Sensitivity,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V14.. Respect,V16.. Responsibility,V19.. Patriotism,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy 661 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Girişimcilik Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MART </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 27. Hafta: </div> <div> 09-13 Mart </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN NATURE & GLOBAL PROBLEMS</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Environmental problems in the world and solutions</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.6.7.L1 Students can get ready for the listening/watching-comprehension process for the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” carefully. **READING:** ENG.6.7.R1 Students can get ready for the reading-comprehension process about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. **WRITING:** ENG.6.7.W1 Students can get ready for the writing-expression process about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. **SPEAKING:** ENG.6.7.S1 Students can get ready for speaking-expression process about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. **VOCABULARY:** ENG.6.7.V1 Students can select and use the target vocabulary of the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. **GRAMMAR:** ENG.6.7.G1 Students can select and use the target grammatical elements of the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. **PRONUNCIATION:** ENG.6.7.P1 Students can select and use the target phonological elements of the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. **LISTENING:** ENG.6.7.L2 Students can bring information about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” together through significant details and main components while listening/watching it.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. Students make predictions about the current content on “life in nature and global problems” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. Students make significant preliminary predictions about the current content based on recognised relationships. Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. Students recognise the target phonological elements of the current content when they are heard in different contexts. Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. Students comprehend the topic of the current content by listening (to)/watching it as a whole. Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1.. Justice,V3.. Diligence,V4.. Friendship,V5.. Sensitivity,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V14.. Respect,V16.. Responsibility,V18.. Cleanliness,V19.. Patriotism,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy 681 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Bilim ve Teknoloji Haftası, İstiklâl Marşı'nın Kabulü ve Mehmet Akif Ersoy'u Anma Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MART </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 28. Hafta: </div> <div> 16-20 Mart </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2. Dönem Ara Tatili</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2. Dönem Ara Tatili</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2. Dönem Ara Tatili</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"></td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Tüketiciyi Koruma Haftası, Türk Dünyası ve Toplulukları Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MART </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 29. Hafta: </div> <div> 23-27 Mart </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN NATURE & GLOBAL PROBLEMS</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Environmental problems in the world and solutions</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.6.7.L3 Students can make meaning of/derive meaning from the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” through significant details by listening/watching it carefully. **READING:** ENG.6.7.R2 Students can bring information about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. **WRITING:** ENG.6.7.W2 Students can understand the model/example for the writing task about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. **SPEAKING:** ENG.6.7.S2 Students can use the model/example for producing verbal content about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. **LISTENING:** ENG.6.7.L4 Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. **READING:** ENG.6.7.R3 Students can make meaning of / derive meaning from the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” by reading it carefully. **WRITING:** ENG.6.7.W3 Students can organise a content for the assigned writing task on the current content “life in nature and global problems with activities in nature; environmental problems in the world and solutions” based on the model/example provided. **SPEAKING:** ENG.6.7.S3 Students can organise a new verbal content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” by speaking accurately, efficiently, and authentically.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. Students make important and necessary classifications in the current content that help them to understand it better with details. Students make important and necessary comparisons in the current content that help them to understand it better with details. Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. Students internalise the current content in an individualised and appropriate way according to age and language level. Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. Students read the current content to scan the major components silently and quickly with the help of the clues provided. Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. Students make meaningful inferences from the information in the current content by examining it carefully. Students internalise the information in the current content in an individualised and appropriate way according to age and language level. Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. Students organise and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1.. Justice,V3.. Diligence,V4.. Friendship,V5.. Sensitivity,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V14.. Respect,V16.. Responsibility,V18.. Cleanliness,V19.. Patriotism,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy 681 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Orman Haftası, Dünya Tiyatrolar Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MART </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 30. Hafta: </div> <div> 30 Mart- 03 Nisan </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN NATURE & GLOBAL PROBLEMS</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Environmental problems in the world and solutions</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**READING:** ENG.6.7.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature and global problems with activities in nature; environmental problems in the world and solutions” in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.6.7.W4 Students can individually construct/form content for the assigned writing task on the current content “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. **SPEAKING:** ENG.6.7.S4 Students can construct a new verbal content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” by speaking accurately, efficiently, and authentically. **WRITING:** ENG.6.7.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature and global problems with activities in nature; environmental problems in the world and solutions” to communicate with other people. **SPEAKING:** ENG.6.7.S5 Students can reorganise (reconstruct) and use information about the “life in nature and global problems with activities in nature; environmental problems in the world and solutions” to communicate with other people.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1.. Justice,V3.. Diligence,V4.. Friendship,V5.. Sensitivity,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V14.. Respect,V16.. Responsibility,V18.. Cleanliness,V19.. Patriotism,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy 681 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Kütüphaneler Haftası, Kanser Haftası, Dünya Otizm Farkındalık Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> NISAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 31. Hafta: </div> <div> 06-10 Nisan </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN THE UNIVERSE & FUTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Planets and the Earth as a planet</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.6.8.L1 Students can get ready for the listening/watching-comprehension process for the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” carefully. **READING:** ENG.6.8.R1 Students can get ready for the reading-comprehension process about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. **WRITING:** ENG.6.8.W1 S tudents can get ready for the writing-expression process about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. **SPEAKING:** ENG.6.8.S1 Students can get ready for speaking-expression process about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. **VOCABULARY:** ENG.6.8.V1 Students can select and use the target vocabulary of the current content about “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. **GRAMMAR:** ENG.6.8.G1 Students can select and use the target grammatical elements of the current content about “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. Students make predictions about the current content on “life in the universe and future” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. Students make significant preliminary predictions about the current content based on recognised relationships. Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1.. Justice,V3.. Diligence,V4.. Friendship,V5.. Sensitivity,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V14.. Respect,V16.. Responsibility,V19.. Patriotism,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy 701 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Kanser Haftası, Dünya Sağlık Günün/Dünya Sağlık Haftası, Kişisel Verileri Koruma Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> NISAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 32. Hafta: </div> <div> 13-17 Nisan </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN THE UNIVERSE & FUTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Planets and the Earth as a planet</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.6.8.L2 Students can bring information about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” together through significant details and main components while listening/watching it. **READING:** ENG.6.8.R2 Students can bring information about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. **WRITING:** ENG.6.8.W2 Students can understand the model/example for the writing task about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. **SPEAKING:** ENG.6.8.S2 Students can use the model/example for producing verbal content about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. **PRONUNCIATION:** ENG.6.8.P1 Students can select and use the target phonological elements of the current content about “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. **LISTENING:** ENG.6.8.L3 Students can make meaning of/derive meaning from the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” through significant details by listening/watching it carefully.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students comprehend the topic of the current content by listening (to)/watching it as a whole. Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. Students read the current content to scan the major components silently and quickly with the help of the clues provided. Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. Students recognise the target phonological elements of the current content when they are heard in different contexts. Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. Students make important and necessary classifications in the current content that help them to understand it better with details. Students make important and necessary comparisons in the current content that help them to understand it better with details. Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. Students internalise the current content in an individualised and appropriate way according to age and language level. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1.. Justice,V3.. Diligence,V4.. Friendship,V5.. Sensitivity,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V14.. Respect,V16.. Responsibility,V19.. Patriotism,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy 701 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Turizm Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> NISAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 33. Hafta: </div> <div> 20-24 Nisan </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN THE UNIVERSE & FUTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Planets and the Earth as a planet</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**LISTENING:** ENG.6.8.L4 Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. **READING:** ENG.6.8.R3 Students can make meaning of / derive meaning from the current content about “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” by reading it carefully. **WRITING:** ENG.6.8.W3 S tudents can organise a content for the assigned writing task on the current content “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” based on the model/example provided. **SPEAKING:** ENG.6.8.S3 S tudents can organise a new verbal content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” by speaking accurately, efficiently, and authentically. **READING:** ENG.6.8.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.6.8.W4 Students can individually construct/form content for the assigned writing task on the current content “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. Students make meaningful inferences from the information in the current content by examining it carefully. Students internalise the information in the current content in an individualised and appropriate way according to age and language level. Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. Students organise and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1.. Justice,V3.. Diligence,V4.. Friendship,V5.. Sensitivity,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V14.. Respect,V16.. Responsibility,V19.. Patriotism,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy 701 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Ulusal Egemenlik ve Çocuk Bayramı </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> NISAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 34. Hafta: </div> <div> 27 Nisan- 01 Mayıs </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">LIFE IN THE UNIVERSE & FUTURE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Planets and the Earth as a planet</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">**WRITING:** ENG.6.8.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” to communicate with other people. **SPEAKING:** ENG.6.8.S4 Students can construct a new verbal content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” by speaking accurately, efficiently, and authentically. **WRITING:** ENG.6.8.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” in relation to themselves or others, both individually and/or with others. **SPEAKING:** ENG.6.8.S5 Students can reorganise (reconstruct) and use information about the “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” to communicate with other people.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.1.. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1.. Adaptability Skill,SELS3.2.. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> V1.. Justice,V3.. Diligence,V4.. Friendship,V5.. Sensitivity,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V14.. Respect,V16.. Responsibility,V19.. Patriotism,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy 701 THE ENGLISH LANGUAGE CURRICULUM </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Kût'ül Amâre Zaferi </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MAYIS </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 35. Hafta: </div> <div> 04-08 Mayıs </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > REVISION PROGRAMME </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION PROGRAMME </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION PROGRAMME </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Bilişim Haftası, Trafik ve İlkyardım Haftası, İş Sağlığı ve Güvenliği Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MAYIS </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 36. Hafta: </div> <div> 11-15 Mayıs </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > REVISION PROGRAMME </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION PROGRAMME </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION PROGRAMME </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Engelliler Haftası, Vakıflar Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MAYIS </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 37. Hafta: </div> <div> 18-22 Mayıs </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > REVISION PROGRAMME </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION PROGRAMME </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION PROGRAMME </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Müzeler Haftası, Atatürk'ü Anma ve Gençlik ve Spor Bayramı </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MAYIS </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 38. Hafta: </div> <div> 25-29 Mayıs </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">REVISION PROGRAMME</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > REVISION PROGRAMME </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION PROGRAMME </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> REVISION PROGRAMME </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Etik Günü, İstanbul'un Fethi </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> HAZIRAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 39. Hafta: </div> <div> 01-05 Haziran </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EVALUATION AND ASSESSMENT</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EVALUATION AND ASSESSMENT</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EVALUATION AND ASSESSMENT</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EVALUATION AND ASSESSMENT</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > EVALUATION AND ASSESSMENT </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EVALUATION AND ASSESSMENT </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EVALUATION AND ASSESSMENT </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Etik Günü, Hayat Boyu Öğrenme Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> HAZIRAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 40. Hafta: </div> <div> 08-12 Haziran </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EVALUATION AND ASSESSMENT</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EVALUATION AND ASSESSMENT</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EVALUATION AND ASSESSMENT</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EVALUATION AND ASSESSMENT</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > EVALUATION AND ASSESSMENT </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EVALUATION AND ASSESSMENT </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EVALUATION AND ASSESSMENT </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Etik Günü, Çevre ve İklim Değişikliği Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> HAZIRAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 41. Hafta: </div> <div> 15-19 Haziran </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SCHOOL-BASED PLANNING*</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SCHOOL-BASED PLANNING*</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SCHOOL-BASED PLANNING*</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SCHOOL-BASED PLANNING*</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SCHOOL-BASED PLANNING* </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SCHOOL-BASED PLANNING* </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SCHOOL-BASED PLANNING* </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Etik Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> HAZIRAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 42. Hafta: </div> <div> 22-26 Haziran </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">3</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Etkinlik Haftası</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Etkinlik Haftası</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">Etkinlik Haftası</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"></td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Etik Günü </td> </tr> <tr> <td style="text-align: left; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="10"><b>ÖLÇME DEĞERLENDİRME :</b></td> </tr> <tr> <td style="text-align: left; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="10"><b>FARKLILAŞTIRMA :</b></td> </tr> <tr> <td style="text-align: left; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="10"><b>OKUL TEMELLİ PLANLAMA : </b></td> </tr> </tbody> </table> <p class="text-left"> <ul> <li>Bu yıllık plan; 19.09.2022 tarih ve 58168473 sayılı "Millî Eğitim Bakanlığı Eğitim Öğretim Çalışmalarının Planlı Yürütülmesine İlişkin Yönerge", 2104 sayılı Tebliğler Dergisi, İlköğretim ve Ortaöğretim Kurumlarında Atatürk İnkılap ve İlkelerinin Öğretim Esasları Yönergesi, Talim ve Terbiye Kurulu'nun 23.05.2024 tarih ve 20 sayılı Kurul Kararı eki, Türkiye Yüzyılı Maarif Modeli Öğretim Programları Ortak Metni, "M.E.B. 2024-2025 Eğitim ve Öğretim Yılı Çalışma Takvimi Genelgesi" ile Talim ve Terbiye Kurulu'nun 24.08.2023 tarih ve 43 sayılı Kurul Kararı eki esas alınarak hazırlanmıştır.</li> <li>Atatürkçülük konuları ile ilgili olarak Talim ve Terbiye Kurulu Başkanlığının 2104 ve 2488 sayılı Tebliğler Dergisinden yararlanılmıştır.</li> </ul> </p> </div> <div class="col-12" style="text-align: center; font-size:10px; margin-top:50px!important;"> <table style="width:100%; border: 1px solid rgb(227, 212, 212); border-collapse: collapse;"> <tbody> <tr> <td style="width:25%;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> <p> ....................................... <br> Ders Öğretmeni</p> </td> <td style="width:25%;border: 1px solid rgb(238, 225, 225); border-collapse: collapse;"> <p>...................................... <br> Ders Öğretmeni</p> </td> <td style="width:25%;border: 1px solid rgb(238, 225, 225); border-collapse: collapse;"> <p>...................................... <br> Ders Öğretmeni</p> </td> <td style="width:25%;border: 1px solid rgb(238, 225, 225); border-collapse: collapse;"> <p>...................................... <br> Ders Öğretmeni</p> </td> </tr> </tbody> </table> </div> <div class="col-12 text-center mt-5" style="text-align: center; font-size:14px; margin-top:50px;"> <p>..../..../2025 <br> UYGUNDUR</p> <p>...................................... <br> Okul Müdürü </p> </div> </div> </div> </section>