11. Sınıf İngilizce (9-12) Maarif Müfredatı

Students can prepare and get ready for listening (to)/watching about the current content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations''.

Students can bring together the information in the current content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations''.

Students can make sense of and derive meaning from the current content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations'' in relation to themselves or others, both individually and/or with others.

Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations'' to develop holistic and conscious pronunciation skills after recognising them in context.

Students can prepare for reading the content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations'' efficiently and effectively.

Students can bring information together about the current content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations'' through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations'' in relation to themselves or others, both individually and/or with others.

Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.

Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

Students can prepare for writing efficiently and accurately based on the current content about ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations''.

Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations''.

Students can construct new written content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations'' based on their understanding of the model(s) provided.

Students can practise producing written content based on the current theme ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations''.

Students can engage in the process of writing related to the content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations''.

Students can reconstruct their writing about the current theme on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations'' to communicate effectively about it.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations'' in relation to themselves or others, both individually and/or with others.

Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations''.

Students can analyse and understand the model content related to ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations'' to support the production of spoken language.

Students can produce meaningful and accurate spoken content related to the current theme on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations''.

Students can construct meaningful spoken content about ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations'' through efficient and meaningful practice.

Students can reconstruct the information about ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations'' when communicating with others.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''school life and education with comparing different types of schools; comparing different education systems; national days and celebrations'' in relation to themselves or others, both individually and/or with others.

Students can prepare and get ready for listening (to)/watching about the current content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology''.

Students can bring together the information in the current content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology''.

Students can make sense of and derive meaning from the current content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' in relation to themselves or others, both individually and/or with others.

Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' to develop holistic and conscious pronunciation skills after recognising them in context.

Students can prepare for reading the content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' efficiently and effectively.

Students can bring information together about the current content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' in relation to themselves or others, both individually and/or with others.

Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.

Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

Students can prepare for writing efficiently and accurately based on the current content about ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology''.

Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology''.

Students can construct new written content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' based on their understanding of the model(s) provided.

Students can practise producing written content based on the current theme ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology''.

Students can engage in the process of writing related to the content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology''.

Students can reconstruct their writing about the current theme on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' to communicate effectively about it.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' in relation to themselves or others, both individually and/or with others.

Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology''.

Students can analyse and understand the model content related to ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' to support the production of spoken language.

Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology''.

Students can construct meaningful spoken content about ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' through efficient and meaningful practice.

Students can reconstruct the information about ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' when communicating with others.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' in relation to themselves or others, both individually and/or with others.

Students can prepare and get ready for listening (to)/watching about the current content on ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health''.

Students can bring together the information in the current content on ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health''.

Students can make sense of and derive meaning from the current content on ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'' in relation to themselves or others, both individually and/or with others.

Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'' to develop holistic and conscious pronunciation skills after recognising them in context.

Students can prepare for reading the content on ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'' efficiently and effectively.

Students can bring information together about the current content on ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'' through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'' in relation to themselves or others, both individually and/or with others.

Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.

Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

Students can prepare for writing efficiently and accurately based on the current content about ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health''.

Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health''.

Students can construct new written content on ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'' based on their understanding of the model(s) provided.

Students can practise producing written content based on the current theme ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health''.

Students can engage in the process of writing related to the content on ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health''.

Students can reconstruct their writing about the current theme on ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'' to communicate effectively about it.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'' in relation to themselves or others, both individually and/or with others.

Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health''.

Students can analyse and understand the model content related to ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'' to support the production of spoken language.

Students can produce meaningful and accurate spoken content related to the current theme on ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health''.

Students can construct meaningful spoken content about ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'' through efficient and meaningful practice.

Students can reconstruct the information about ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'' when communicating with others.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'' in relation to themselves or others, both individually and/or with others.

Students can prepare and get ready for listening (to)/watching about the current content on ''family life and home with family traditions, values, and customs (watching films together, preferences for films, music, and sports); family problems related to sharing a house and solutions''.

Students can bring together the information in the current content on ''family life and home with family traditions, values, and customs (watching films together, preferences for films, music, and sports); family problems related to sharing a house and solutions''.

Students can make sense of and derive meaning from the current content on ''family life and home with family traditions, values, and customs (watching films together, preferences for films, music, and sports); family problems related to sharing a house and solutions''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''family life and home with family traditions, values, and customs (watching films together, preferences for films, music, and sports); family problems related to sharing a house and solutions'' in relation to themselves or others, both individually and/or with others.

Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''family life and home with family traditions, values, and customs (watching films together, preferences for films, music, and sports); family problems related to sharing a house and solutions'' to develop holistic and conscious pronunciation skills after recognising them in context.

Students can prepare for reading the content on ''family life and home with family traditions, values, and customs (watching films together, preferences for films, music, and sports); family problems related to sharing a house and solutions'' efficiently and effectively.

Students can bring information together about the current content on ''family life and home with family traditions, values, and customs (watching films together, preferences for films, music, and sports); family problems related to sharing a house and solutions'' through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on ''family life and home with family traditions, values, and customs (watching films together, preferences for films, music, and sports); family problems related to sharing a house and solutions''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''family life and home with family traditions, values, and customs (watching films together, preferences for films, music, and sports); family problems related to sharing a house and solutions'' in relation to themselves or others, both individually and/or with others.

Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''family life and home with family traditions, values, and customs (watching films together, preferences for films, music, and sports); family problems related to sharing a house and solutions'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.

Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''family life and home with family traditions, values, and customs (watching films together, preferences for films, music, and sports); family problems related to sharing a house and solutions'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

Students can prepare for writing efficiently and accurately based on the current content about ''family life and home with family traditions, values, and customs (watching films together, preferences for films, music, and sports); family problems related to sharing a house and solutions''.

Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''family life and home with family traditions, values, and customs (watching films together, preferences for films, music, and sports); family problems related to sharing a house and solutions''.

Students can construct new written content on ''family life and home with family traditions, values, and customs (watching films together, preferences for films, music, and sports); family problems related to sharing a house and solutions'' based on their understanding of the model(s) provided.

Students can practise producing written content based on the current theme ''family life and home with family traditions, values, and customs (watching films together, preferences for films, music, and sports); family problems related to sharing a house and solutions''.

Students can engage in the process of writing related to the content on ''family life and home with family traditions, values, and customs (watching films together, preferences for films, music, and sports); family problems related to sharing a house and solutions''.

Students can reconstruct their writing about the current theme on ''family life and home with family traditions, values, and customs (watching films together, preferences for films, music, and sports); family problems related to sharing a house and solutions'' to communicate effectively about it.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''family life and home with family traditions, values, and customs (watching films together, preferences for films, music, and sports); family problems related to sharing a house and solutions'' in relation to themselves or others, both individually and/or with others.

Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''family life and home with family traditions, values, and customs (watching films together, preferences for films, music, and sports); family problems related to sharing a house and solutions''.

Students can analyse and understand the model content related to ''family life and home with family traditions, values, and customs (watching films together, preferences for films, music, and sports); family problems related to sharing a house and solutions'' to support the production of spoken language.

Students can produce meaningful and accurate spoken content related to the current theme on ''family life and home with family traditions, values, and customs (watching films together, preferences for films, music, and sports); family problems related to sharing a house and solutions''.

Students can construct meaningful spoken content about ''family life and home with family traditions, values, and customs (watching films together, preferences for films, music, and sports); family problems related to sharing a house and solutions'' through efficient and meaningful practice.

Students can reconstruct the information about ''family life and home with family traditions, values, and customs (watching films together, preferences for films, music, and sports); family problems related to sharing a house and solutions'' when communicating with others.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''family life and home with family traditions, values, and customs (watching films together, preferences for films, music, and sports); family problems related to sharing a house and solutions'' in relation to themselves or others, both individually and/or with others.

Students can prepare and get ready for listening (to)/watching about the current content on ''life in the neighbourhood, city and social life with types of cities, social life in the rural areas and cities''.

Students can bring together the information in the current content on ''life in the neighbourhood, city and social life with types of cities, social life in the rural areas and cities''.

Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with types of cities, social life in the rural areas and cities''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the neighbourhood, city and social life with types of cities, social life in the rural areas and cities'' in relation to themselves or others, both individually and/or with others.

Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the neighbourhood, city and social life with types of cities, social life in the rural areas and cities'' to develop holistic and conscious pronunciation skills after recognising them in context.

Students can prepare for reading the content on ''life in the neighbourhood, city and social life with types of cities, social life in the rural areas and cities'' efficiently and effectively.

Students can bring information together about the current content on ''life in the neighbourhood, city and social life with types of cities, social life in the rural areas and cities'' through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with types of cities, social life in the rural areas and cities''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the neighbourhood, city and social life with types of cities, social life in the rural areas and cities'' in relation to themselves or others, both individually and/or with others.

Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood, city and social life with types of cities, social life in the rural areas and cities'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.

Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood, city and social life with types of cities, social life in the rural areas and cities'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

Students can prepare for writing efficiently and accurately based on the current content about ''life in the neighbourhood, city and social life with types of cities, social life in the rural areas and cities''.

Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the neighbourhood, city and social life with types of cities, social life in the rural areas and cities''.

Students can construct new written content on ''life in the neighbourhood, city and social life with types of cities, social life in the rural areas and cities'' based on their understanding of the model(s) provided.

Students can practise producing written content based on the current theme ''life in the neighbourhood, city and social life with types of cities, social life in the rural areas and cities''.

Students can engage in the process of writing related to the content on ''life in the neighbourhood, city and social life with types of cities, social life in the rural areas and cities''.

Students can reconstruct their writing about the current theme on ''life in the neighbourhood, city and social life with types of cities, social life in the rural areas and cities'' to communicate effectively about it.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the neighbourhood, city and social life with types of cities, social life in the rural areas and cities'' in relation to themselves or others, both individually and/or with others.

Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the neighbourhood, city and social life with types of cities, social life in the rural areas and cities''.

Students can analyse and understand the model content related to ''life in the neighbourhood, city and social life with types of cities, social life in the rural areas and cities'' to support the production of spoken language.

Students can produce meaningful and accurate spoken content related to the current theme on ''life in the neighbourhood, city and social life with types of cities, social life in the rural areas and cities''.

Students can construct meaningful spoken content about ''life in the neighbourhood, city and social life with types of cities, social life in the rural areas and cities'' through efficient and meaningful practice.

Students can reconstruct the information about ''life in the neighbourhood, city and social life with types of cities, social life in the rural areas and cities'' when communicating with others.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the neighbourhood, city and social life with types of cities, social life in the rural areas and cities'' in relation to themselves or others, both individually and/or with others.

Students can prepare and get ready for listening (to)/watching about the current content on ''life in the world and culture with cultural (music and art) celebrations in the world; sports and sports cultures and competitions''.

Students can bring together the information in the current content on ''life in the world and culture with cultural (music and art) celebrations in the world; sports and sports cultures and competitions''.

Students can make sense of and derive meaning from the current content on ''life in the world and culture with cultural (music and art) celebrations in the world; sports and sports cultures and competitions''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the world and culture with cultural (music and art) celebrations in the world; sports and sports cultures and competitions'' in relation to themselves or others, both individually and/or with others.

Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the world and culture with cultural (music and art) celebrations in the world; sports and sports cultures and competitions'' to develop holistic and conscious pronunciation skills after recognising them in context.

Students can prepare for reading the content on ''life in the world and culture with cultural (music and art) celebrations in the world; sports and sports cultures and competitions'' efficiently and effectively.

Students can bring information together about the current content on ''life in the world and culture with cultural (music and art) celebrations in the world; sports and sports cultures and competitions'' through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on ''life in the world and culture with cultural (music and art) celebrations in the world; sports and sports cultures and competitions''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the world and culture with cultural (music and art) celebrations in the world; sports and sports cultures and competitions'' in relation to themselves or others, both individually and/or with others.

Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the world and culture with cultural (music and art) celebrations in the world; sports and sports cultures and competitions'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.

Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the world and culture with cultural (music and art) celebrations in the world; sports and sports cultures and competitions'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

Students can prepare for writing efficiently and accurately based on the current content about ''life in the world and culture with cultural (music and art) celebrations in the world; sports and sports cultures and competitions''.

Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the world and culture with cultural (music and art) celebrations in the world; sports and sports cultures and competitions''.

Students can construct new written content on ''life in the world and culture with cultural (music and art) celebrations in the world; sports and sports cultures and competitions'' based on their understanding of the model(s) provided.

Students can practise producing written content based on the current theme ''life in the world and culture with cultural (music and art) celebrations in the world; sports and sports cultures and competitions''.

Students can engage in the process of writing related to the content on ''life in the world and culture with cultural (music and art) celebrations in the world; sports and sports cultures and competitions''.

Students can reconstruct their writing about the current theme on ''life in the world and culture with cultural (music and art) celebrations in the world; sports and sports cultures and competitions'' to communicate effectively about it.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the world and culture with cultural (music and art) celebrations in the world; sports and sports cultures and competitions'' in relation to themselves or others, both individually and/or with others.

Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the world and culture with cultural (music and art) celebrations in the world; sports and sports cultures and competitions''.

Students can analyse and understand the model content related to ''life in the world and culture with cultural (music and art) celebrations in the world; sports and sports cultures and competitions'' to support the production of spoken language.

Students can produce meaningful and accurate spoken content related to the current theme on ''life in the world and culture with cultural (music and art) celebrations in the world; sports and sports cultures and competitions''.

Students can construct meaningful spoken content about ''life in the world and culture with cultural (music and art) celebrations in the world; sports and sports cultures and competitions'' through efficient and meaningful practice.

Students can reconstruct the information about ''life in the world and culture with cultural (music and art) celebrations in the world; sports and sports cultures and competitions'' when communicating with others.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the world and culture with cultural (music and art) celebrations in the world; sports and sports cultures and competitions'' in relation to themselves or others, both individually and/or with others.

Students can prepare and get ready for listening (to)/watching about the current content on ''life in nature and global problems with globalisation, problems and solutions; environmental issues and solutions''.

Students can bring together the information in the current content on ''life in nature and global problems with globalisation, problems and solutions; environmental issues and solutions''.

Students can make sense of and derive meaning from the current content on ''life in nature and global problems with globalisation, problems and solutions; environmental issues and solutions''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in nature and global problems with globalisation, problems and solutions; environmental issues and solutions'' in relation to themselves or others, both individually and/or with others.

Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in nature and global problems with globalisation, problems and solutions; environmental issues and solutions'' to develop holistic and conscious pronunciation skills after recognising them in context.

Students can prepare for reading the content on ''life in nature and global problems with globalisation, problems and solutions; environmental issues and solutions'' efficiently and effectively.

Students can bring information together about the current content on ''life in nature and global problems with globalisation, problems and solutions; environmental issues and solutions'' through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on ''life in nature and global problems with globalisation, problems and solutions; environmental issues and solutions''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in nature and global problems with globalisation, problems and solutions; environmental issues and solutions'' in relation to themselves or others, both individually and/or with others.

Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in nature and global problems with globalisation, problems and solutions; environmental issues and solutions'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.

Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in nature and global problems with globalisation, problems and solutions; environmental issues and solutions'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

Students can prepare for writing efficiently and accurately based on the current content about ''life in nature and global problems with globalisation, problems and solutions; environmental issues and solutions''.

Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in nature and global problems with globalisation, problems and solutions; environmental issues and solutions''.

Students can construct new written content on ''life in nature and global problems with globalisation, problems and solutions; environmental issuesand solutions'' based on their understanding of the model(s) provided.

Students can practise producing written content based on the current theme ''life in nature and global problems with globalisation, problems and solutions; environmental issues and solutions''.

Students can engage in the process of writing related to the content on ''life in nature and global problems with globalisation, problems and solutions; environmental issues and solutions''.

Students can reconstruct their writing about the current theme on ''life in nature and global problems with globalisation, problems and solutions; environmental issues and solutions'' to communicate effectively about it.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in nature and global problems with globalisation, problems and solutions; environmental issues and solutions'' in relation to themselves or others, both individually and/or with others.

Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in nature and global problems with globalisation, problems and solutions; environmental issues and solutions''.

Students can analyse and understand the model content related to ''life in nature and global problems with globalisation, problems and solutions; environmental issues and solutions'' to support the production of spoken language.

Students can produce meaningful and accurate spoken content related to the current theme on ''life in nature and global problems with globalisation, problems and solutions; environmental issues and solutions''.

Students can construct meaningful spoken content about ''life in nature and global problems with globalisation, problems and solutions; environmental issues and solutions'' through efficient and meaningful practice.

Students can reconstruct the information about ''life in nature and global problems with globalisation, problems and solutions; environmental issues and solutions'' when communicating with others.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in nature and global problems with globalisation, problems and solutions; environmental issues and solutions'' in relation to themselves or others, both individually and/or with others.

Students can prepare and get ready for listening (to)/watching about the current content on ''life in the universe and future with future lifestyles, future technologies and inventions''.

Students can bring together the information in the current content on ''life in the universe and future with future lifestyles, future technologies and inventions''.

Students can make sense of and derive meaning from the current content on ''life in the universe and future with future lifestyles, future technologies and inventions''.

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 future lifestyles, future technologies and inventions'' in relation to themselves or others, both individually and/or with others.

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 future lifestyles, future technologies and inventions'' to develop holistic and conscious pronunciation skills after recognising them in context.

Students can prepare for reading the content on ''life in the universe and future with future lifestyles, future technologies and inventions'' efficiently and effectively.

Students can bring information together about the current content on ''life in the universe and future with future lifestyles, future technologies and inventions'' through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on ''life in the universe and future with future lifestyles, future technologies and inventions''.

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 future lifestyles, future technologies and inventions'' in relation to themselves or others, both individually and/or with others.

Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the universe and future with future lifestyles, future technologies and inventions'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.

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 future lifestyles, future technologies and inventions'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

Students can prepare for writing efficiently and accurately based on the current content about ''life in the universe and future with future lifestyles, future technologies and inventions''.

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 future lifestyles, future technologies and inventions''.

Students can construct new written content on ''life in the universe and future with future lifestyles, future technologies and inventions'' based on their understanding of the model(s) provided.

Students can practise producing written content based on the current theme ''life in the universe and future with future lifestyles, future technologies and inventions''.

Students can engage in the process of writing related to the content on ''life in the universe and future with future lifestyles, future technologies and inventions''.

Students can reconstruct their writing about the current theme on ''life in the universe and future with future lifestyles, future technologies and inventions'' to communicate effectively about it.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the universe and future with future lifestyles, future technologies and inventions'' in relation to themselves or others, both individually and/or with others.

Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the universe and future with future lifestyles, future technologies and inventions''.

Students can analyse and understand the model content related to ''life in the universe and future with future lifestyles, future technologies and inventions'' to support the production of spoken language.

Students can produce meaningful and accurate spoken content related to the current theme on ''life in the universe and future with future lifestyles, future technologies and inventions''.

Students can construct meaningful spoken content about ''life in the universe and future with future lifestyles, future technologies and inventions'' through efficient and meaningful practice.

Students can reconstruct the information about ''life in the universe and future with future lifestyles, future technologies and inventions'' when communicating with others.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the universe and future with future lifestyles, future technologies and inventions'' in relation to themselves or others, both individually and/or with others.