2025-2026 EĞİTİM-ÖĞRETİM YILI ..........................................................................
9. SINIF İNGILIZCE(MAARIF*) DERSİ ÜNİTELENDİRİLMİŞ YILLIK PLANI

Türkiye Yüzyılı Maarif Modeli

SÜRE ÜNİTE/TEMA - İÇERİK ÇERÇEVESİ ÖĞRENME ÇIKTILARI VE SÜREÇ BİLEŞENLERİ PROGRAMLAR ARASI BİLEŞENLER BELİRLİ GÜN VE HAFTALAR
AY HAFTA SAAT ÜNİTE/TEMA KONU (İÇERİK ÇERÇEVESİ) ÖĞRENME ÇIKTILARI SÜREÇ BİLEŞENLERİ SOSYAL - DUYGUSAL ÖĞRENME BECERİLERİ DEĞERLER OKURYAZARLIK BECERİLERİ BELİRLİ GÜN VE HAFTALAR
EYLÜL
1. Hafta:
08-12 Eylül
4 ORIENTATION ORIENTATION ORIENTATION ORIENTATION ORIENTATION ORIENTATION ORIENTATION Uluslararası Temiz Hava Günü
EYLÜL
2. Hafta:
15-19 Eylül
4 SCHOOL LIFE Students of different countries, nationalities, and languages **LISTENING:** ENG.9.1.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. **READING:** ENG.9.1.R1 Students can prepare for reading the content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' efficiently and effectively. **WRITING:** ENG.9.1.W1 Students can prepare for writing efficiently and accurately based on the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. **SPEAKING:** ENG.9.1.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. **VOCABULARY:** ENG.9.1.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. **GRAMMAR:** ENG.9.1.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. Students identify significant and necessary relationships and connections between their pre-existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. Students make rational predictions about the current content by looking at the supplementary visual elements provided. Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. Students recognise significant relationships between pre-existing knowledge, past experiences and clues to current content. Students make strong preliminary predictions about the current content based on explored and recognised relationships. Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation with it. Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. Students make predictions about the main topic of the current content by identifying ''general contextual clues'' from the visual, audio, and written preparation materials provided during the ''listening/watching for gist'' and/or reading for ''skimming'' sessions. Students check the accuracy of the predictions related to the ''general contextual clue'' by listening to, watching, and/or reading the audio, visual, and/or written content in context. Students search the target audio/visual, and/or written content by scanning to find key components of the theme. Students listen/watch the content carefully and/or read it silently to identify and underline/circle Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. Students examine example sentences provided by the teacher or instructional materials including SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy İlköğretim Haftası, Mevlid-i Nebî Haftası, Öğrenciler Günü, Gaziler Günü
EYLÜL
3. Hafta:
22-26 Eylül
4 SCHOOL LIFE Students of different countries, nationalities, and languages **LISTENING:** ENG.9.1.L2 Students can bring together the information in the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. **READING:** ENG.9.1.R2 Students can bring information together about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' through skimming, scanning and detailed reading. **WRITING:** ENG.9.1.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. **SPEAKING:** ENG.9.1.S2 Students can analyse and understand the model content related to ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' to support the production of spoken language. **PRONUNCIATION:** ENG.9.1.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' to develop holistic and conscious pronunciation skills after recognising them in context. **LISTENING:** ENG.9.1.L3 Students can make sense of and derive meaning from the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. Students skim the current content by looking very quickly and carefully at the surrounding visual Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. Students grasp what the provided model/example is about with the help of audio, visual, and/or written elements after listening, watching, and/or reading the current content. Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. Students evaluate feedback from others and their personal feedback and reflection by listening (to)/ watching the audio/visual content again to check for accuracy. Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. Students position, internalise and personalise current content in an individualised, age-appropriate and level-appropriate way. SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy
EYLÜL
4. Hafta:
29 Eylül- 03 Ekim
4 SCHOOL LIFE Students of different countries, nationalities, and languages **LISTENING:** ENG.9.1.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others. **READING:** ENG.9.1.R3 Students can make sense of and derive meaning from the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. **WRITING:** ENG.9.1.W3 Students can construct new written content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' based on their understanding of the model(s) provided. **SPEAKING:** ENG.9.1.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. **READING:** ENG.9.1.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.9.1.W4 Students can practise producing written content based on the current theme ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. Students classify significant and necessary elements of the current content in a meaningful way. Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. Students make meaningful inferences from information in the current content by examining it critically. Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. Students organise supplementary audio-visual-written materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriate to the age and language level. Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy Disleksi Haftası, Dünya Disleksi Günü
EKIM
5. Hafta:
06-10 Ekim
4 SCHOOL LIFE Students of different countries, nationalities, and languages **WRITING:** ENG.9.1.W5 Students can engage in the process of writing related to the content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. **SPEAKING:** ENG.9.1.S4 Students can construct meaningful spoken content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' through efficient and meaningful practice. **WRITING:** ENG.9.1.W6 Students can reconstruct their writing about the current theme on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' to communicate effectively about it. **SPEAKING:** ENG.9.1.S5 Students can reconstruct the information about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' when communicating with others. Students review the feedback from the teacher and/or peers critically on their prepared and/or unprepared writing task(s). Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy Ahilik Kültürü Haftası
EKIM
6. Hafta:
13-17 Ekim
4 CLASSROOM LIFE Daily and study routines **LISTENING:** ENG.9.2.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. **READING:** ENG.9.2.R1 Students can prepare for reading the content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' efficiently and effectively. **WRITING:** ENG.9.2.W1 Students can prepare for writing efficiently and accurately based on the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. **SPEAKING:** ENG.9.2.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. **VOCABULARY:** ENG.9.2.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. **GRAMMAR:** ENG.9.2.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. Students identify significant and necessary relationships and connections between their pre-existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. Students make rational predictions about the current content by looking at the supplementary visual elements provided. Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. Students recognise significant relationships between pre-existing knowledge, past experiences and clues to current content. Students make strong preliminary predictions about the current content based on explored and recognised relationships. Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. Students make predictions about the main topic of the current content by identifying "general contextual clues" from the visual, audio, and written preparation materials provided during the "listening/watching for gist" and/or reading for "skimming" sessions. Students check the accuracy of the predictions related to the "general contextual clue" by listening to, watching, and/or reading the audio, visual, and/or written content in context. Students search the target audio/visual, and/or written content by scanning to find key components of the theme. Students listen/watch the content carefully and/or read it silently to identify and underline/circle Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. Students examine example sentences provided by the teacher or instructional materials including SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy
EKIM
7. Hafta:
20-24 Ekim
4 CLASSROOM LIFE Daily and study routines **LISTENING:** ENG.9.2.L2 Students can bring together the information in the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. **READING:** ENG.9.2.R2 Students can bring information together about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' through skimming, scanning and detailed reading. **WRITING:** ENG.9.2.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. **SPEAKING:** ENG.9.2.S2 Students can analyse and understand the model content related to ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' to support the production of spoken language. **PRONUNCIATION:** ENG.9.2.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' to develop holistic and conscious pronunciation skills after recognising them in context. **LISTENING:** ENG.9.2.L3 Students can make sense of and derive meaning from the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. Students skim the current content by looking very quickly and carefully at the surrounding visual Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. Students grasp what the provided model/example is about with the help of audio, visual, and/or written elements after listening, watching, and/or reading the current content. Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. Students position, internalise and personalise current content in an individualised, age-appropriate and level-appropriate way. SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy
EKIM
8. Hafta:
27-31 Ekim
4 CLASSROOM LIFE Daily and study routines **LISTENING:** ENG.9.2.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' in relation to themselves or others, both individually and/or with others. **READING:** ENG.9.2.R3 Students can make sense of and derive meaning from the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. **WRITING:** ENG.9.2.W3 Students can construct new written content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' based on their understanding of the model(s) provided. **SPEAKING:** ENG.9.2.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. **READING:** ENG.9.2.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.9.2.W4 Students can practise producing written content based on the current theme ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. Students classify significant and necessary elements of the current content in a meaningful way. Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. Students make meaningful inferences from information in the current content by examining it critically. Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriate to the age and language level. Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy Cumhuriyet Bayramı
KASIM
9. Hafta:
03-07 Kasım
4 CLASSROOM LIFE Daily and study routines **WRITING:** ENG.9.2.W5 Students can engage in the process of writing related to the content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities''. **SPEAKING:** ENG.9.2.S4 Students can construct meaningful spoken content on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' through efficient and meaningful practice. **WRITING:** ENG.9.2.W6 Students can reconstruct their writing about the current theme on ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' to communicate effectively about it. **SPEAKING:** ENG.9.2.S5 Students can reconstruct the information about ''classroom life with classmates, friendships, daily and study routines, habits, and activities'' when communicating with others. Students review the feedback from the teacher and/or peers critically on their prepared and/or unprepared writing task(s). Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy Kızılay Haftası, Organ Bağışı ve Nakli Haftası, Lösemili Çocuklar Haftası
KASIM
10. Hafta:
10-14 Kasım
4 1. Dönem Ara Tatili 1. Dönem Ara Tatili 1. Dönem Ara Tatili Atatürk Haftası, Afet Eğitimi Hazırlık Günü, Dünya Diyabet Günü
KASIM
11. Hafta:
17-21 Kasım
4 PERSONAL LIFE PHYSICAL APPEARANCE AND PERSONALITY Personality in terms of personal traits and character **LISTENING:** ENG.9.3.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. **READING:** ENG.9.3.R1 Students can prepare for reading the content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' efficiently and effectively. **WRITING:** ENG.9.3.W1 Students can prepare for writing efficiently and accurately based on the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. **SPEAKING:** ENG.9.3.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. **VOCABULARY:** ENG.9.3.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. **GRAMMAR:** ENG.9.3.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. Students identify significant and necessary relationships and connections between their pre-existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. Students make rational predictions about the current content by looking at the supplementary visual elements provided. Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. Students recognise significant relationships between pre-existing knowledge, past experiences and clues to current content. Students make strong preliminary predictions about the current content based on explored and recognised relationships. Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. Students make predictions about the main topic of the current content by identifying "general contextual clues" from the visual, audio, and written preparation materials provided during the "listening/watching for gist" and/or reading for "skimming" sessions. Students check the accuracy of the predictions related to the "general contextual clue" by listening to, watching, and/or reading the audio, visual, and/or written content in context. Students search the target audio/visual, and/or written content by scanning to find key components of the theme. Students listen/watch the content carefully and/or read it silently to identify and underline/circle Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. Students examine example sentences provided by the teacher or instructional materials including SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy Dünya Felsefe Günü, Dünya Çocuk Hakları Günü
KASIM
12. Hafta:
24-28 Kasım
4 PERSONAL LIFE PHYSICAL APPEARANCE AND PERSONALITY Personality in terms of personal traits and character **LISTENING:** ENG.9.3.L2 Students can bring together the information in the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. **READING:** ENG.9.3.R2 Students can bring information together about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' through skimming, scanning and detailed reading. **WRITING:** ENG.9.3.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. **SPEAKING:** ENG.9.3.S2 Students can analyse and understand the model content related to ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' to support the production of spoken language. **PRONUNCIATION:** ENG.9.3.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' to develop holistic and conscious pronunciation skills after recognising them in context. **LISTENING:** ENG.9.3.L3 Students can make sense of and derive meaning from the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. Students skim the current content by looking very quickly and carefully at the surrounding visual Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. Students grasp what the provided model/example is about with the help of audio, visual, and/or written elements after listening, watching, and/or reading the current content. Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. Students position, internalise and personalise current content in an individualised, age-appropriate and level-appropriate way. SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy Ağız ve Diş Sağlığı Haftası, Öğretmenler Günü
ARALIK
13. Hafta:
01-05 Aralık
4 PERSONAL LIFE PHYSICAL APPEARANCE AND PERSONALITY Personality in terms of personal traits and character **LISTENING:** ENG.9.3.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others. **READING:** ENG.9.3.R3 Students can make sense of and derive meaning from the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. **WRITING:** ENG.9.3.W3 Students can construct new written content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' based on their understanding of the model(s) provided. **SPEAKING:** ENG.9.3.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. **READING:** ENG.9.3.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.9.3.W4 Students can practise producing written content based on the current theme ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. Students classify significant and necessary elements of the current content in a meaningful way. Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. Students make meaningful inferences from information in the current content by examining it critically. Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. Students produce new works after participating in reflective activities related to the current reading-comprehension content and process. Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriate to the age and language level. Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy Dünya Engelliler Günü, Dünya Madenciler Günü, Türk Kadınına Seçme ve Seçilme Hakkının Verilişi
ARALIK
14. Hafta:
08-12 Aralık
4 PERSONAL LIFE PHYSICAL APPEARANCE AND PERSONALITY Personality in terms of personal traits and character **WRITING:** ENG.9.3.W5 Students can engage in the process of writing related to the content of ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character''. **SPEAKING:** ENG.9.3.S4 Students can construct meaningful spoken content about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' through efficient and meaningful practice. **WRITING:** ENG.9.3.W6 Students can reconstruct their writing about the current theme on ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' to communicate effectively about it. **SPEAKING:** ENG.9.3.S5 Students can reconstruct the information about ''personal life with physical appearance in terms of physical features and personality in terms of personal traits and character'' when communicating with others. Students review the feedback from the teacher and/or peers critically on their prepared and/or unprepared writing task(s). Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy Mevlana Haftası, İnsan Hakları ve Demokrasi Haftası
ARALIK
15. Hafta:
15-19 Aralık
4 FAMILY LIFE Family members' work activities and workplaces **LISTENING:** ENG.9.4.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. **READING:** ENG.9.4.R1 Students can prepare for reading the content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' efficiently and effectively. **WRITING:** ENG.9.4.W1 Students can prepare for writing efficiently and accurately based on the current content about ''family life with family members’ jobs, work routines, work activities, and workplaces''. **SPEAKING:** ENG.9.4.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. **VOCABULARY:** ENG.9.4.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''family life with family members’ jobs, work routines, work activities, and workplaces'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. **GRAMMAR:** ENG.9.4.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''family life with family members’ jobs, work routines, work activities, and workplaces'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. Students identify significant and necessary relationships and connections between their pre-existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. Students make rational predictions about the current content by looking at the supplementary visual elements provided. Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. Students recognise significant relationships between pre-existing knowledge, past experiences and clues to current content. Students make strong preliminary predictions about the current content based on explored and recognised relationships. Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. Students make predictions about the main topic of the current content by identifying "general contextual clues" from the visual, audio, and written preparation materials provided during the "listening/watching for gist" and/or reading for "skimming" sessions. Students check the accuracy of the predictions related to the "general contextual clue" by listening to, watching, and/or reading the audio, visual, and/or written content in context. Students search the target audio/visual, and/or written content by scanning to find key components of the theme. Students listen/watch the content carefully and/or read it silently to identify and underline/circle Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. Students examine example sentences provided by the teacher or instructional materials including SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy Tutum, Yatırım ve Türk Malları Haftası
ARALIK
16. Hafta:
22-26 Aralık
4 FAMILY LIFE Family members' work activities and workplaces **LISTENING:** ENG.9.4.L2 Students can bring together the information in the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. **READING:** ENG.9.4.R2 Students can bring information together about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' through skimming, scanning and detailed reading. **WRITING:** ENG.9.4.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. **SPEAKING:** ENG.9.4.S2 Students can analyse and understand the model content related to ''family life with family members’ jobs, work routines, work activities, and workplaces'' to support the production of spoken language. **PRONUNCIATION:** ENG.9.4.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''family life with family members’ jobs, work routines, work activities, and workplaces'' to develop holistic and conscious pronunciation skills after recognising them in context. **LISTENING:** ENG.9.4.L3 Students can make sense of and derive meaning from the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. Students skim the current content by looking very quickly and carefully at the surrounding visual Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. Students grasp what the provided model/example is about with the help of audio, visual, and/or written elements after listening, watching, and/or reading the current content. Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. Students position, internalise and personalise current content in an individualised, age-appropriate and level-appropriate way. SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy Mehmet Akif Ersoy'u Anma Haftası
ARALIK
17. Hafta:
29 Aralık- 02 Ocak
4 FAMILY LIFE Family members' work activities and workplaces **LISTENING:** ENG.9.4.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' in relation to themselves or others, both individually and/or with others. **READING:** ENG.9.4.R3 Students can make sense of and derive meaning from the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. **WRITING:** ENG.9.4.W3 Students can construct new written content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' based on their understanding of the model(s) provided. **SPEAKING:** ENG.9.4.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''family life with family members’ jobs, work routines, work activities, and workplaces''. **READING:** ENG.9.4.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''family life with family members’ jobs, work routines, work activities, and workplaces'' in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.9.4.W4 Students can practise producing written content based on the current theme ''family life with family members’ jobs, work routines, work activities, and workplaces''. Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. Students classify significant and necessary elements of the current content in a meaningful way. Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. Students make meaningful inferences from information in the current content by examining it critically. Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy
OCAK
18. Hafta:
05-09 Ocak
4 FAMILY LIFE Family members' work activities and workplaces **WRITING:** ENG.9.4.W5 Students can engage in the process of writing related to the content on ''family life with family members’ jobs, work routines, work activities, and workplaces''. **SPEAKING:** ENG.9.4.S4 Students can construct meaningful spoken content about ''family life with family members’ jobs, work routines, work activities, and workplaces'' through efficient and meaningful practice. **WRITING:** ENG.9.4.W6 Students can reconstruct their writing about the current theme on ''family life with family members’ jobs, work routines, work activities, and workplaces'' to communicate effectively about it. **SPEAKING:** ENG.9.4.S5 Students can reconstruct the information about ''family life with family members’ jobs, work routines, work activities, and workplaces'' when communicating with others. Students review the feedback from the teacher and/or peers critically on their prepared and/or unprepared writing task(s). Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy Enerji Tasarrufu Haftası
OCAK
19. Hafta:
12-16 Ocak
4 Etkinlik Haftası Etkinlik Haftası Etkinlik Haftası
OCAK
20. Hafta:
19-23 Ocak
4 Yarıyıl Tatili Yarıyıl Tatili Yarıyıl Tatili
OCAK
21. Hafta:
26-30 Ocak
4 Yarıyıl Tatili Yarıyıl Tatili Yarıyıl Tatili
ŞUBAT
22. Hafta:
02-06 Şubat
4 LIFE IN THE HOUSE AND NEIGHBOURHOOD Types of houses, rooms, furniture and activities in the house **LISTENING:** ENG.9.5.L2 Students can bring together the information in the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. **READING:** ENG.9.5.R2 Students can bring information together about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' through skimming, scanning and detailed reading. **WRITING:** ENG.9.5.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. **SPEAKING:** ENG.9.5.S2 Students can analyse and understand the model content related to ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' to support the production of spoken language. **PRONUNCIATION:** ENG.9.5.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' to develop holistic and conscious pronunciation skills after recognising them in context. **LISTENING:** ENG.9.5.L3 Students can make sense of and derive meaning from the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. Students skim the current content by looking very quickly and carefully at the surrounding visual Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. Students grasp what the provided model/example is about with the help of audio, visual, and/or written elements after listening, watching, and/or reading the current content. Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. Students position, internalise and personalise current content in an individualised, age-appropriate and level-appropriate way. SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy
ŞUBAT
23. Hafta:
09-13 Şubat
4 LIFE IN THE HOUSE AND NEIGHBOURHOOD Types of houses, rooms, furniture and activities in the house **LISTENING:** ENG.9.5.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' in relation to themselves or others, both individually and/or with others. **READING:** ENG.9.5.R3 Students can make sense of and derive meaning from the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. **WRITING:** ENG.9.5.W3 Students can construct new written content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' based on their understanding of the model(s) provided. **SPEAKING:** ENG.9.5.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. **READING:** ENG.9.5.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.9.5.W4 Students can practise producing written content based on the current theme ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. Students classify significant and necessary elements of the current content in a meaningful way. Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. Students make meaningful inferences from information in the current content by examining it critically. Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy
ŞUBAT
24. Hafta:
16-20 Şubat
4 LIFE IN THE HOUSE AND NEIGHBOURHOOD Types of houses, rooms, furniture and activities in the house **WRITING:** ENG.9.5.W5 Students can engage in the process of writing related to the content on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house''. **SPEAKING:** ENG.9.5.S4 Students can construct meaningful spoken content about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' through efficient and meaningful practice. **WRITING:** ENG.9.5.W6 Students can reconstruct their writing about the current theme on ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' to communicate effectively about it. **SPEAKING:** ENG.9.5.S5 Students can reconstruct the information about ''life in the house and neighbourhood with types of houses, rooms, furniture and activities in the house'' when communicating with others. Students review the feedback from the teacher and/or peers critically on their prepared and/or unprepared writing task(s). Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy
ŞUBAT
25. Hafta:
23-27 Şubat
4 LIFE IN THE CITY AND COUNTRY Local and international food culture **LISTENING:** ENG.9.6.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''life in the city and country with local and international food culture and food festivals in the city''. **READING:** ENG.9.6.R1 Students can prepare for reading the content on ''life in the city and country with local and international food culture and food festivals in the city'' efficiently and effectively. **WRITING:** ENG.9.6.W1 Students can prepare for writing efficiently and accurately based on the current content about ''life in the city and country with local and international food culture and food festivals in the city''. **SPEAKING:** ENG.9.6.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the city and country with local and international food culture and food festivals in the city''. **VOCABULARY:** ENG.9.6.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the city and country with local and international food culture and food festivals in the city'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. **GRAMMAR:** ENG.9.6.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the city and country with local and international food culture and food festivals in the city'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. Students identify significant and necessary relationships and connections between their pre-existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. Students make rational predictions about the current content by looking at the supplementary visual elements provided. Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. Students recognise significant relationships between pre-existing knowledge, past experiences and clues to current content. Students make strong preliminary predictions about the current content based on explored and recognised relationships. Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. Students make predictions about the main topic of the current content by identifying "general contextual clues" from the visual, audio, and written preparation materials provided during the "listening/watching for gist" and/or reading for "skimming" sessions. Students check the accuracy of the predictions related to the "general contextual clue" by listening to, watching, and/or reading the audio, visual, and/or written content in context. Students search the target audio/visual, and/or written content by scanning to find key components of the theme. Students listen/watch the content carefully and/or read it silently to identify and underline/circle Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. Students examine example sentences provided by the teacher or instructional materials including SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy Vergi Haftası, Yeşilay Haftası
MART
26. Hafta:
02-06 Mart
4 LIFE IN THE CITY AND COUNTRY Local and international food culture **LISTENING:** ENG.9.6.L2 Students can bring together the information in the current content on ''life in the city and country with local and international food culture and food festivals in the city''. **READING:** ENG.9.6.R2 Students can bring information together about the current content on ''life in the city and country with local and international food culture and food festivals in the city'' through skimming, scanning and detailed reading. **WRITING:** ENG.9.6.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the city and country with local and international food culture and food festivals in the city''. **SPEAKING:** ENG.9.6.S2 Students can analyse and understand the model content related to ''life in the city and country with local and international food culture and food festivals in the city'' to support the production of spoken language. **PRONUNCIATION:** ENG.9.6.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the city and country with local and international food culture and food festivals in the city'' to develop holistic and conscious pronunciation skills after recognising them in context. **LISTENING:** ENG.9.6.L3 Students can make sense of and derive meaning from the current content on ''life in the city and country with local and international food culture and food festivals in the city''. Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. Students skim the current content by looking very quickly and carefully at the surrounding visual Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. Students grasp what the provided model/example is about with the help of audio, visual, and/or written elements after listening, watching, and/or reading the current content. Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. Students position, internalise and personalise current content in an individualised, age-appropriate and level-appropriate way. SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy Girişimcilik Haftası
MART
27. Hafta:
09-13 Mart
4 LIFE IN THE CITY AND COUNTRY Local and international food culture **LISTENING:** ENG.9.6.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the city and country with local and international food culture and food festivals in the city'' in relation to themselves or others, both individually and/or with others. **READING:** ENG.9.6.R3 Students can make sense of and derive meaning from the current content on ''life in the city and country with local and international food culture and food festivals in the city''. **WRITING:** ENG.9.6.W3 Students can construct new written content on ''life in the city and country with local and international food culture and food festivals in the city'' based on their understanding of the model(s) provided. **SPEAKING:** ENG.9.6.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''life in the city and country with local and international food culture and food festivals in the city''. **READING:** ENG.9.6.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the city and country with local and international food culture and food festivals in the city'' in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.9.6.W4 Students can practise producing written content based on the current theme ''life in the city and country with local and international food culture and food festivals in the city''. Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. Students classify significant and necessary elements of the current content in a meaningful way. Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. Students make meaningful inferences from information in the current content by examining it critically. Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy Bilim ve Teknoloji Haftası, İstiklâl Marşı'nın Kabulü ve Mehmet Akif Ersoy'u Anma Günü
MART
28. Hafta:
16-20 Mart
4 2. Dönem Ara Tatili 2. Dönem Ara Tatili 2. Dönem Ara Tatili Tüketiciyi Koruma Haftası, Türk Dünyası ve Toplulukları Haftası
MART
29. Hafta:
23-27 Mart
4 LIFE IN THE CITY AND COUNTRY Local and international food culture **WRITING:** ENG.9.6.W5 Students can engage in the process of writing related to the content on ''life in the city and country with local and international food culture and food festivals in the city''. **SPEAKING:** ENG.9.6.S4 Students can construct meaningful spoken content about ''life in the city and country with local and international food culture and food festivals in the city'' through efficient and meaningful practice. **WRITING:** ENG.9.6.W6 Students can reconstruct their writing about the current theme on ''life in the city and country with local and international food culture and food festivals in the city'' to communicate effectively about it. **SPEAKING:** ENG.9.6.S5 Students can reconstruct the information about ''life in the city and country with local and international food culture and food festivals in the city'' when communicating with others. Students review the feedback from the teacher and/or peers critically on their prepared and/or unprepared writing task(s). Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy Orman Haftası, Dünya Tiyatrolar Günü
MART
30. Hafta:
30 Mart- 03 Nisan
4 LIFE IN THE WORLD AND NATURE Nature, endangered animals, their natural living conditions and habitats **LISTENING:** ENG.9.7.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. **READING:** ENG.9.7.R1 Students can prepare for reading the content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' efficiently and effectively. **WRITING:** ENG.9.7.W1 Students can prepare for writing efficiently and accurately based on the current content about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. **SPEAKING:** ENG.9.7.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. **VOCABULARY:** ENG.9.7.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. **GRAMMAR:** ENG.9.7.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. Students identify significant and necessary relationships and connections between their pre-existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. Students make rational predictions about the current content by looking at the supplementary visual elements provided. Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. Students recognise significant relationships between pre-existing knowledge, past experiences and clues to current content. Students make strong preliminary predictions about the current content based on explored and recognised relationships. Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. Students make predictions about the main topic of the current content by identifying "general contextual clues" from the visual, audio, and written preparation materials provided during the "listening/watching for gist" and/or reading for "skimming" sessions. Students check the accuracy of the predictions related to the "general contextual clue" by listening to, watching, and/or reading the audio, visual, and/or written content in context. Students search the target audio/visual, and/or written content by scanning to find key components of the theme. Students listen/watch the content carefully and/or read it silently to identify and underline/circle Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. Students examine example sentences provided by the teacher or instructional materials including SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS8. Sustainability Literacy,LS9. Art Literacy Kütüphaneler Haftası, Kanser Haftası, Dünya Otizm Farkındalık Günü
NISAN
31. Hafta:
06-10 Nisan
4 LIFE IN THE WORLD AND NATURE Nature, endangered animals, their natural living conditions and habitats **LISTENING:** ENG.9.7.L2 Students can bring together the information in the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. **READING:** ENG.9.7.R2 Students can bring information together about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' through skimming, scanning and detailed reading. **WRITING:** ENG.9.7.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. **SPEAKING:** ENG.9.7.S2 Students can analyse and understand the model content related to ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' to support the production of spoken language. **PRONUNCIATION:** ENG.9.7.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' to develop holistic and conscious pronunciation skills after recognising them in context. **LISTENING:** ENG.9.7.L3 Students can make sense of and derive meaning from the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. Students skim the current content by looking very quickly and carefully at the surrounding visual Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. Students grasp what the provided model/example is about with the help of audio, visual, and/or written elements after listening, watching, and/or reading the current content. Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. Students position, internalise and personalise current content in an individualised, age-appropriate and level-appropriate way. SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS8. Sustainability Literacy,LS9. Art Literacy Kanser Haftası, Dünya Sağlık Günün/Dünya Sağlık Haftası, Kişisel Verileri Koruma Günü
NISAN
32. Hafta:
13-17 Nisan
4 LIFE IN THE WORLD AND NATURE Nature, endangered animals, their natural living conditions and habitats **LISTENING:** ENG.9.7.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' in relation to themselves or others, both individually and/or with others. **READING:** ENG.9.7.R3 Students can make sense of and derive meaning from the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. **WRITING:** ENG.9.7.W3 Students can construct new written content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' based on their understanding of the model(s) provided. **SPEAKING:** ENG.9.7.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. **READING:** ENG.9.7.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.9.7.W4 Students can practise producing written content based on the current theme ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. Students classify significant and necessary elements of the current content in a meaningful way. Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. Students make meaningful inferences from information in the current content by examining it critically. Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS8. Sustainability Literacy,LS9. Art Literacy Turizm Haftası
NISAN
33. Hafta:
20-24 Nisan
4 LIFE IN THE WORLD AND NATURE Nature, endangered animals, their natural living conditions and habitats **WRITING:** ENG.9.7.W5 Students can engage in the process of writing related to the content on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them''. **SPEAKING:** ENG.9.7.S4 Students can construct meaningful spoken content about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' through efficient and meaningful practice. **WRITING:** ENG.9.7.W6 Students can reconstruct their writing about the current theme on ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' to communicate effectively about it. **SPEAKING:** ENG.9.7.S5 Students can reconstruct the information about ''life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them'' when communicating with others. Students review the feedback from the teacher and/or peers critically on their prepared and/or unprepared writing task(s). Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS8. Sustainability Literacy,LS9. Art Literacy Ulusal Egemenlik ve Çocuk Bayramı
NISAN
34. Hafta:
27 Nisan- 01 Mayıs
4 LIFE IN THE UNIVERSE AND FUTURE Futuristic films with futuristic ideas **LISTENING:** ENG.9.8.L1 Students can prepare and get ready for listening (to)/watching about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. **READING:** ENG.9.8.R1 Students can prepare for reading the content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' efficiently and effectively. **WRITING:** ENG.9.8.W1 Students can prepare for writing efficiently and accurately based on the current content about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. **SPEAKING:** ENG.9.8.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. **VOCABULARY:** ENG.9.8.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. **GRAMMAR:** ENG.9.8.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. Students activate their pre-existing knowledge and experience about the current theme and content to recall their background knowledge by investigating it carefully. Students identify significant and necessary relationships and connections between their pre-existing knowledge, their past experience and the clues to the current content by responding to meaningful questions about it (without speaking Turkish or using a translation). Students make detailed predictions about the current content by using their pre-existing knowledge and past experience of the content. Students make rational predictions about the current content by looking at the supplementary visual elements provided. Students recall and activate significant pre-existing knowledge and past experiences that can be related to the current theme and content through careful exploration. Students recognise significant relationships between pre-existing knowledge, past experiences and clues to current content. Students make strong preliminary predictions about the current content based on explored and recognised relationships. Students make detailed predictions about the current content by exploring and examining the audio-visual clues in relation to it. Students relate pre-existing knowledge and experiences from initial listening, watching, and reading processes to current content by examining and activating them. Students understand what the current writing task requires in terms of content and purpose in relation to the current content accurately by applying pre-existing knowledge and experiences, following guided instructions. Students relate current content by analysing pre-existing knowledge and experiences from earlier listening, watching, and reading sessions to associate them with the current content. Students make predictions about the main topic of the current content by identifying "general contextual clues" from the visual, audio, and written preparation materials provided during the "listening/watching for gist" and/or reading for "skimming" sessions. Students check the accuracy of the predictions related to the "general contextual clue" by listening to, watching, and/or reading the audio, visual, and/or written content in context. Students search the target audio/visual, and/or written content by scanning to find key components of the theme. Students listen/watch the content carefully and/or read it silently to identify and underline/circle Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme. Students examine example sentences provided by the teacher or instructional materials including SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy Kût'ül Amâre Zaferi
MAYIS
35. Hafta:
04-08 Mayıs
4 LIFE IN THE UNIVERSE AND FUTURE Futuristic films with futuristic ideas **LISTENING:** ENG.9.8.L2 Students can bring together the information in the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. **READING:** ENG.9.8.R2 Students can bring information together about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' through skimming, scanning and detailed reading. **WRITING:** ENG.9.8.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. **SPEAKING:** ENG.9.8.S2 Students can analyse and understand the model content related to ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' to support the production of spoken language. **PRONUNCIATION:** ENG.9.8.P1 Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' to develop holistic and conscious pronunciation skills after recognising them in context. **LISTENING:** ENG.9.8.L3 Students can make sense of and derive meaning from the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. Students identify the main topic of the current content in general by listening (to)/watching it as a whole in its context. Students recognise the significant details and basic components of the current content within the whole by listening (to) and watching the whole content carefully to notice them. Students skim the current content by looking very quickly and carefully at the surrounding visual Students grasp the significant and basic components of the content in the model/sample provided for the assigned writing task, including word selection and use, grammar selection and use, and other details such as type, style, and meaning as required. Students grasp what the provided model/example is about with the help of audio, visual, and/or written elements after listening, watching, and/or reading the current content. Students recognise the target phonological aspects such as pronunciation and intonation of target sounds, words, phrases and sentences in utterances within the current content by listening (to)/ watching it, first as a whole and then with pauses. Students repeat utterances, including target sentences, clauses, phrases, and words with target theme-specific sounds by considering phonological aspects such as pronunciation and intonation accurately and naturally in the content several times as a whole class and then in groups and individually. Students talk about the current content by taking part in small group conversations by paying attention to select and use accurate phonological aspects such as pronunciation, intonation, stress, and other features as they are understood. Students reflect personally on their pronunciation and other target phonological aspects such as intonation after recording and listening to group conversations about the target content. Students evaluate feedback from others and their personal feedback and reflection by listening to or watching the audio/visual content again to check for accuracy. Students utilise the target phonological aspects such as pronunciation and intonation of utterances including target sounds of the current content, appropriately, effectively, accurately, naturally, automatically, and consciously when communicating with others in different contexts. Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning. Students recognise significant branching, linear or spiral relationships (if any) within the generally perceived current content. Students make essential inferences and deductions to understand the meaning of the generally perceived current content better. Students strongly recognise the holistic meaning formed by the components, comparisons, classifications, and details related to the current content. Students construct a detailed understanding of the meaning of the current content through prior classifications, comparisons, and inferences/deductions. Students position, internalise and personalise current content in an individualised, age-appropriate and level-appropriate way. SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy Bilişim Haftası, Trafik ve İlkyardım Haftası, İş Sağlığı ve Güvenliği Haftası
MAYIS
36. Hafta:
11-15 Mayıs
4 LIFE IN THE UNIVERSE AND FUTURE Futuristic films with futuristic ideas **LISTENING:** ENG.9.8.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' in relation to themselves or others, both individually and/or with others. **READING:** ENG.9.8.R3 Students can make sense of and derive meaning from the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. **WRITING:** ENG.9.8.W3 Students can construct new written content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' based on their understanding of the model(s) provided. **SPEAKING:** ENG.9.8.S3 Students can produce meaningful and accurate spoken content related to the current theme on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. **READING:** ENG.9.8.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.9.8.W4 Students can practise producing written content based on the current theme ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. Students individually convey their personal knowledge, experiences, thoughts, and feelings that are critically reviewed in relation to the current listening (to)/watching contents and the process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they critically review in relation to the current listening (to)/watching content and process with others. Students produce new audio/visual products individually by revising their personal work after participating in reflective activities related to the listening (to)/watching process of the current content. Students classify significant and necessary elements of the current content in a meaningful way. Students compare significant and key elements of the current content with each other or with similar ones in a meaningful way. Students recognise significant and basic spiral, causal, and logical relationships in the current content through careful examination and analysis. Students make meaningful inferences from information in the current content by examining it critically. Students internalise their meaningful inferences from information in the current content in an individualised way appropriate to their age and language level. Students share their ideas and thoughts by brainstorming through collaborative discussion to generate ideas for the new (prepared and/or unprepared) writing task related to the current theme. Students plan how the knowledge and ideas generated during the brainstorming session can be applied to their new (prepared and/or unprepared) writing task related to the current theme. Students conduct preliminary research relevant to the assigned (prepared and/or unprepared) writing task on the current content, considering the type of writing, age appropriateness, and language level. Students produce a well-organised and detailed draft relevant to the (prepared and/or unprepared) type of writing and appropriate for the age and language level. Students organise and develop contextual materials relevant to the type of the assigned task (prepared and/or unprepared) and appropriate to age and language level. Students modify the content they produce for the assigned writing task in a coherent and meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing, and appropriate to the age and language level. Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. Students convey individually their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process. Students share their personal verbal and written knowledge, experiences, thoughts, and feelings that they review critically in relation to the current reading-comprehension content and process with others. Students produce new verbal and written work after participating in reflective activities related to the current reading-comprehension content and process. Students present relevant supportive materials appropriate to the assigned (prepared and/or unprepared) writing task, considering the type of writing and appropriateness to the age and language level. Students use appropriate discourse forms, styles, and strategies for the assigned (prepared and/or unprepared) writing task, considering its writing type and appropriate to their age and language level. Students use target words and grammatical language structures accurately and appropriately in their writing tasks, by selecting necessary and appropriate ones in line with the assigned type of writing and appropriate to the age and language level. Students express their messages about the current content clearly to the reader in the assigned (prepared and/or unprepared) writing task. SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy Engelliler Haftası, Vakıflar Haftası
MAYIS
37. Hafta:
18-22 Mayıs
4 LIFE IN THE UNIVERSE AND FUTURE Futuristic films with futuristic ideas **WRITING:** ENG.9.8.W5 Students can engage in the process of writing related to the content on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology''. **SPEAKING:** ENG.9.8.S4 Students can construct meaningful spoken content about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' through efficient and meaningful practice. **WRITING:** ENG.9.8.W6 Students can reconstruct their writing about the current theme on ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' to communicate effectively about it. **SPEAKING:** ENG.9.8.S5 Students can reconstruct the information about ''life in the universe and future with films, film genres, futuristic films with futuristic ideas, and technology'' when communicating with others. Students review the feedback from the teacher and/or peers critically on their prepared and/or unprepared writing task(s). Students revise to reorganise the written content of their prepared and/or unprepared task based on the feedback received from the teacher and/or peers. Students refine and develop their written content produced for their prepared/unprepared writing task through the iterative feedback process. Students make spoken content clear and understandable to listeners by selecting and using style and form appropriate to age and language level in prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using materials appropriate to the context, age, language level, style, and type of discourse, similar to those presented in the model/example for prepared and/or unprepared speaking situations. Students present their spoken content by selecting and using target vocabulary and language structures similar and/or appropriate to those presented in the model/example considering their age, language level, context, style, and type of discourse for prepared and/or unprepared speaking situations. Students convey relevant explicit, implicit, and/or complex messages related to the current content clearly in context to the listeners by using appropriate material and body language in prepared and/or unprepared speaking situations. Students convey their messages about the current content clearly to the listeners by incorporating all the necessary semantic elements in prepared and/or unprepared speaking situations. Students adapt and use individually internalised information in current or similar content by selecting and reorganising it meaningfully in written form as necessary when communicating with other people in different contexts. Students exchange information and ideas in written communication by sharing reconstructed meaningful knowledge and content with others. Students use the same or similar information presented in the current content in verbal or written forms in different contexts by reorganising it meaningfully, accurately, effectively, efficiently, functionally, and individually as required. Students engage in verbal and/or written communication by sharing the reconstructed meaningful information about the current content with others. SELS1.1. Self-Awareness Skill,SELS1.2. Self-Regulation Skill,SELS1.3. Self-Reflection 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 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 LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS7. Data Literacy,LS9. Art Literacy Müzeler Haftası, Atatürk'ü Anma ve Gençlik ve Spor Bayramı
MAYIS
38. Hafta:
25-29 Mayıs
4 REVISION PROGRAMME REVISION PROGRAMME REVISION PROGRAMME REVISION PROGRAMME REVISION PROGRAMME REVISION PROGRAMME REVISION PROGRAMME Etik Günü, İstanbul'un Fethi
HAZIRAN
39. Hafta:
01-05 Haziran
4 REVISION PROGRAMME REVISION PROGRAMME REVISION PROGRAMME REVISION PROGRAMME REVISION PROGRAMME REVISION PROGRAMME REVISION PROGRAMME Etik Günü, Hayat Boyu Öğrenme Haftası
HAZIRAN
40. Hafta:
08-12 Haziran
4 REVISION PROGRAMME REVISION PROGRAMME REVISION PROGRAMME REVISION PROGRAMME REVISION PROGRAMME REVISION PROGRAMME REVISION PROGRAMME Etik Günü, Çevre ve İklim Değişikliği Haftası
HAZIRAN
41. Hafta:
15-19 Haziran
4 REVISION PROGRAMME REVISION PROGRAMME REVISION PROGRAMME REVISION PROGRAMME REVISION PROGRAMME REVISION PROGRAMME REVISION PROGRAMME Etik Günü
HAZIRAN
42. Hafta:
22-26 Haziran
4 Etkinlik Haftası Etkinlik Haftası Etkinlik Haftası Etik Günü
ÖLÇME DEĞERLENDİRME : FARKLILAŞTIRMA :
OKUL TEMELLİ PLANLAMA :

  • 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.
  • Atatürkçülük konuları ile ilgili olarak Talim ve Terbiye Kurulu Başkanlığının 2104 ve 2488 sayılı Tebliğler Dergisinden yararlanılmıştır.

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