10. Sınıf İngilizce (Hazırlık-12) Maarif Müfredatı

Students can prepare and get ready for listening (to)/watching about the current content on "school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations".

Students can bring together the information in the current content on "school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations".

Students can make sense of and derive meaning from the current content on "school problems and challenges for students; role of parents in education; purpose of education; 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 problems and challenges for students; role of parents in education; purpose of education; 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 problems and challenges for students; role of parents in education; purpose of education; national days and celebrations" to develop holistic and conscious pronunciation skills after recognising them in context.

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Students can bring information together about the current content on "school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations" through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on "school problems and challenges for students; role of parents in education; purpose of education; 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 problems and challenges for students; role of parents in education; purpose of education; 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 problems and challenges for students; role of parents in education; purpose of education; 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 problems and challenges for students; role of parents in education; purpose of education; national days and celebrations", after recognising them in context and developing their conscious and inductive grammaring skills through consciousnessraising and discovery.

Students can prepare for writing efficiently and accurately based on the current content about "school problems and challenges for students; role of parents in education; purpose of education; 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 problems and challenges for students; role of parents in education; purpose of education; national days and celebrations".

Students can construct new written content on "school problems and challenges for students; role of parents in education; purpose of education; 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 problems and challenges for students; role of parents in education; purpose of education; national days and celebrations".

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Students can reconstruct their writing about the current theme on "school problems and challenges for students; role of parents in education; purpose of education; 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 problems and challenges for students; role of parents in education; purpose of education; 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 problems and challenges for students; role of parents in education; purpose of education; national days and celebrations".

Students can analyse and understand the model content related to "school problems and challenges for students; role of parents in education; purpose of education; 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 problems and challenges for students; role of parents in education; purpose of education; national days and celebrations".

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Students can reconstruct the information about "school problems and challenges for students; role of parents in education; purpose of education; 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 problems and challenges for students; role of parents in education; purpose of education; 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 with innovations in education and learning; personal ways and strategies of learning; study habits''.

Students can bring together the information in the current content on ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits''.

Students can make sense of and derive meaning from the current content on ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits'' 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 with innovations in education and learning; personal ways and strategies of learning; study habits'' to develop holistic and conscious pronunciation skills after recognising them in context.

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Students can bring information together about the current content on ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits'' through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits'' 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 with innovations in education and learning; personal ways and strategies of learning; study habits'' 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 with innovations in education and learning; personal ways and strategies of learning; study habits'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousnessraising and discovery.

Students can prepare for writing efficiently and accurately based on the current content about ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits''.

Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits''.

Students can construct new written content on ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits'' based on their understanding of the model(s) provided.

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Students can reconstruct their writing about the current theme on ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits'' 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 with innovations in education and learning; personal ways and strategies of learning; study habits'' 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 with innovations in education and learning; personal ways and strategies of learning; study habits''.

Students can analyse and understand the model content related to ''Classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits'' 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 with innovations in education and learning; personal ways and strategies of learning; study habits''.

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Students can reconstruct the information about ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits'' 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 with innovations in education and learning; personal ways and strategies of learning; study habits'' 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 planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres''.

Students can bring together the information in the current content on ''personal life and wellbeing with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres''.

Students can make sense of and derive meaning from the current content on ''personal life and well-being with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres''.

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 planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'' 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 planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'' to develop holistic and conscious pronunciation skills after recognising them in context.

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Students can make sense of and derive meaning from the current content on ''personal life and well-being with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres''.

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 planning lifetime personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'' 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 planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'' 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 planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'', 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 planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres''.

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 planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres''.

Students can construct new written content on ''personal life and well-being with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'' based on their understanding of the model(s) provided.

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Students can reconstruct their writing about the current theme on ''personal life and wellbeing with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'' 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 planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'' 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 planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres''.

Students can analyse and understand the model content related to ''Personal life and wellbeing with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'' 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 planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres''.

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Students can reconstruct the information about ''personal life and well-being with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'' 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 planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'' 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 designing and decorating family homes; housing problems and family conflicts; family traditions and customs about food''.

Students can bring together the information in the current content on ''family life and home with designing and decorating family homes; housing problems and family conflicts; family traditions and customs about food''.

Students can make sense of and derive meaning from the current content on ''family life and home with designing and decorating family homes; housing problems and family conflicts; family traditions and customs about food''.

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 designing and decorating family homes; housing problems and family conflicts; family traditions and customs about food'' 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 designing and decorating family homes; housing problems and family conflicts; family traditions and customs about food'' 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 designing and decorating family homes; housing problems and family conflicts; family traditions and customs about food'' efficiently and effectively.

Students can bring information together about the current content on ''family life and home with designing and decorating family homes; housing problems and family conflicts; family traditions and customs about food'' through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on ''family life and home with designing and decorating family homes; housing problems and family conflicts; family traditions and customs about food''.

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 designing and decorating family homes; housing problems and family conflicts; family traditions and customs about food'' 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 designing and decorating family homes; housing problems and family conflicts; family traditions and customs about food'' 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 designing and decorating family homes; housing problems and family conflicts; family traditions and customs about food'', 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 designing and decorating family homes; housing problems and family conflicts; family traditions and customs about food''.

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 designing and decorating family homes; housing problems and family conflicts; family traditions and customs about food''.

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Students can practise producing written content based on the current theme ''family life and home with designing and decorating family homes; housing problems and family conflicts; family traditions and customs about food''.

Students can engage in the process of writing related to the content on ''family life and home with designing and decorating family homes; housing problems and family conflicts; family traditions and customs about food''.

Students can reconstruct their writing about the current theme on ''family life and home with designing and decorating family homes; housing problems and family conflicts; family traditions and customs about food'' 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 designing and decorating family homes; housing problems and family conflicts; family traditions and customs about food'' 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 designing and decorating family homes; housing problems and family conflicts; family traditions and customs about food''.

Students can analyse and understand the model content related to ''Family life and home with designing and decorating family homes; housing problems and family conflicts; family traditions and customs about food'' 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 designing and decorating family homes; housing problems and family conflicts; family traditions and customs about food''.

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Students can reconstruct the information about ''family life and home with designing and decorating family homes; housing problems and family conflicts; family traditions and customs about food'' 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 designing and decorating family homes; housing problems and family conflicts; family traditions and customs about food'' 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 lifestyles & culture on leisure activities in the neighbourhood and city; urban trends and technology; performing arts (dance, theatre) and visual arts (painting, sculpture, architecture)''.

Students can bring together the information in the current content on ''life in the neighbourhood, city and social life with lifestyles & culture on leisure activities in the neighbourhood and city; urban trends and technology; performing arts (dance, theatre) and visual arts (painting, sculpture, architecture)''.

Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with lifestyles & culture on leisure activities in the neighbourhood and city; urban trends and technology; performing arts (dance, theatre) and visual arts (painting, sculpture, architecture)''.

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 lifestyles & culture on leisure activities in the neighbourhood and city; urban trends and technology; performing arts (dance, theatre) and visual arts (painting, sculpture, architecture)'' 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 lifestyles & culture on leisure activities in the neighbourhood and city; urban trends and technology; performing arts (dance, theatre) and visual arts (painting, sculpture, architecture)'' 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 lifestyles & culture on leisure activities in the neighbourhood and city; urban trends and technology; performing arts (dance, theatre) and visual arts (painting, sculpture, architecture)'' efficiently and effectively.

Students can bring information together about the current content on ''life in the neighbourhood, city and social life with lifestyles & culture on leisure activities in the neighbourhood and city; urban trends and technology; performing arts (dance, theatre) and visual arts (painting, sculpture, architecture)'' 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 lifestyles & culture on leisure activities in the neighbourhood and city; urban trends and technology; performing arts (dance, theatre) and visual arts (painting, sculpture, architecture)''.

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 lifestyles & culture on leisure activities in the neighbourhood and city; urban trends and technology; performing arts (dance, theatre) and visual arts (painting, sculpture, architecture)'' 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 lifestyles & culture on leisure activities in the neighbourhood and city; urban trends and technology; performing arts (dance, theatre) and visual arts (painting, sculpture, architecture)'' 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 lifestyles & culture on leisure activities in the neighbourhood and city; urban trends and technology; performing arts (dance, theatre) and visual arts (painting, sculpture, architecture)'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousnessraising 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 lifestyles & culture on leisure activities in the neighbourhood and city; urban trends and technology; performing arts (dance, theatre) and visual arts (painting, sculpture, architecture)''.

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 lifestyles & culture on leisure activities in the neighbourhood and city; urban trends and technology; performing arts (dance, theatre) and visual arts (painting, sculpture, architecture)''.

Students can construct new written content on ''life in the neighbourhood, city and social life with lifestyles & culture on leisure activities in the neighbourhood and city; urban trends and technology; performing arts (dance, theatre) and visual arts (painting, sculpture, architecture)'' 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 lifestyles & culture on leisure activities in the neighbourhood and city; urban trends and technology; performing arts (dance, theatre) and visual arts (painting, sculpture, architecture)''.

Students can engage in the process of writing related to the content on ''life in the neighbourhood, city and social life with lifestyles & culture on leisure activities in the neighbourhood and city; urban trends and technology; performing arts (dance, theatre) and visual arts (painting, sculpture, architecture)''.

Students can reconstruct their writing about the current theme on ''life in the neighbourhood, city and social life with lifestyles & culture on leisure activities in the neighbourhood and city; urban trends and technology; performing arts (dance, theatre) and visual arts (painting, sculpture, architecture)'' 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 lifestyles & culture on leisure activities in the neighbourhood and city; urban trends and technology; performing arts (dance, theatre) and visual arts (painting, sculpture, architecture)'' 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 lifestyles & culture on leisure activities in the neighbourhood and city; urban trends and technology; performing arts (dance, theatre) and visual arts (painting, sculpture, architecture)''.

Students can analyse and understand the model content related to ''Life in the neighbourhood, city and social life with lifestyles & culture on leisure activities in the neighbourhood and city; urban trends and technology; performing arts (dance, theatre) and visual arts (painting, sculpture, architecture)'' 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 lifestyles & culture on leisure activities in the neighbourhood and city; urban trends and technology; performing arts (dance, theatre) and visual arts (painting, sculpture, architecture)''.

Students can construct meaningful spoken content about ''life in the neighbourhood, city and social life with lifestyles & culture on leisure activities in the neighbourhood and city; urban trends and technology; performing arts (dance, theatre) and visual arts (painting, sculpture, architecture)'' through efficient and meaningful practice.

Students can reconstruct the information about ''life in the neighbourhood, city and social life with lifestyles & culture on leisure activities in the neighbourhood and city; urban trends and technology; performing arts (dance, theatre) and visual arts (painting, sculpture, architecture)'' 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 lifestyles & culture on leisure activities in the neighbourhood and city; urban trends and technology; performing arts (dance, theatre) and visual arts (painting, sculpture, architecture)'' 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 media and popular culture, celebrities & influencers; global influence of films, music and fashion on culture and lifestyles; cross-cultural communication''.

Students can bring together the information in the current content on ''life in the world and culture with media and popular culture, celebrities & influencers; global influence of films, music and fashion on culture and lifestyles; cross-cultural communication''.

Students can make sense of and derive meaning from the current content on ''life in the world and culture with media and popular culture, celebrities & influencers; global influence of films, music and fashion on culture and lifestyles; cross-cultural communication''.

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 media and popular culture, celebrities & influencers; global influence of films, music and fashion on culture and lifestyles; cross-cultural communication'' 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 media and popular culture, celebrities & influencers; global influence of films, music and fashion on culture and lifestyles; crosscultural communication'' 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 media and popular culture, celebrities & influencers; global influence of films, music and fashion on culture and lifestyles; cross-cultural communication'' efficiently and effectively.

Students can bring information together about the current content on ''life in the world and culture with media and popular culture, celebrities & influencers; global influence of films, music and fashion on culture and lifestyles; cross-cultural communication'' 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 media and popular culture, celebrities & influencers; global influence of films, music and fashion on culture and lifestyles; cross-cultural communication''.

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 media and popular culture, celebrities & influencers; global influence of films, music and fashion on culture and lifestyles; cross-cultural communication'' 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 media and popular culture, celebrities & influencers; global influence of films, music and fashion on culture and lifestyles; cross-cultural communication'' 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 media and popular culture, celebrities & influencers; global influence of films, music and fashion on culture and lifestyles; cross-cultural communication'', 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 media and popular culture, celebrities & influencers; global influence of films, music and fashion on culture and lifestyles; cross-cultural communication''.

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 media and popular culture, celebrities & influencers; global influence of films, music and fashion on culture and lifestyles; crosscultural communication''.

Students can construct new written content on ''life in the world and culture with media and popular culture, celebrities & influencers; global influence of films, music and fashion on culture and lifestyles; cross-cultural communication'' 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 media and popular culture, celebrities & influencers; global influence of films, music and fashion on culture and lifestyles; cross-cultural communication''.

Students can engage in the process of writing related to the content on ''life in the world and culture with media and popular culture, celebrities & influencers; global influence of films, music and fashion on culture and lifestyles; cross-cultural communication''.

Students can reconstruct their writing about the current theme on ''life in the world and culture with media and popular culture, celebrities & influencers; global influence of films, music and fashion on culture and lifestyles; cross-cultural communication'' 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 media and popular culture, celebrities & influencers; global influence of films, music and fashion on culture and lifestyles; crosscultural communication'' 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 media and popular culture, celebrities & influencers; global influence of films, music and fashion on culture and lifestyles; cross-cultural communication''.

Students can analyse and understand the model content related to ''Life in the world and culture with media and popular culture, celebrities & influencers; global influence of films, music and fashion on culture and lifestyles; cross-cultural communication'' 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 media and popular culture, celebrities & influencers; global influence of films, music and fashion on culture and lifestyles; cross-cultural communication''.

Students can construct meaningful spoken content about ''life in the world and culture with media and popular culture, celebrities & influencers; global influence of films, music and fashion on culture and lifestyles; cross-cultural communication'' through efficient and meaningful practice.

Students can reconstruct the information about ''life in the world and culture with media and popular culture, celebrities & influencers; global influence of films, music and fashion on culture and lifestyles; cross-cultural communication'' 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 media and popular culture, celebrities & influencers; global influence of films, music and fashion on culture and lifestyles; cross-cultural communication'' 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 sustainable development (eco-friendly buildings, green technology); food security and famine; climate change and its global impact: problems and solutions''.

Students can bring together the information in the current content on ''life in nature and global problems with sustainable development (eco-friendly buildings, green technology); food security and famine; climate change and its global impact: problems and solutions''.

Students can make sense of and derive meaning from the current content on ''life in nature and global problems with sustainable development (eco-friendly buildings, green technology); food security and famine; climate change and its global impact: problems 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 sustainable development (eco-friendly buildings, green technology); food security and famine; climate change and its global impact: problems 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 sustainable development (eco-friendly buildings, green technology); food security and famine; climate change and its global impact: problems 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 sustainable development (eco-friendly buildings, green technology); food security and famine; climate change and its global impact: problems and solutions'' efficiently and effectively.

Students can bring information together about the current content on ''life in nature and global problems with sustainable development (eco-friendly buildings, green technology); food security and famine; climate change and its global impact: problems 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 sustainable development (eco-friendly buildings, green technology); food security and famine; climate change and its global impact: problems 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 sustainable development (eco-friendly buildings, green technology); food security and famine; climate change and its global impact: problems 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 sustainable development (ecofriendly buildings, green technology); food security and famine; climate change and its global impact: problems 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 sustainable development (eco-friendly buildings, green technology); food security and famine; climate change and its global impact: problems 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 sustainable development (eco-friendly buildings, green technology); food security and famine; climate change and its global impact: problems 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 sustainable development (eco-friendly buildings, green technology); food security and famine; climate change and its global impact: problems and solutions''.

Students can construct new written content on ''life in nature and global problems with sustainable development (eco-friendly buildings, green technology); food security and famine; climate change and its global impact: problems and solutions'' based on their understanding of the model(s) provided.

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Students can engage in the process of writing related to the content on ''life in nature and global problems with sustainable development (eco-friendly buildings, green technology); food security and famine; climate change and its global impact: problems and solutions''.

Students can reconstruct their writing about the current theme on ''life in nature and global problems with sustainable development (eco-friendly buildings, green technology); food security and famine; climate change and its global impact: problems 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 sustainable development (eco-friendly buildings, green technology); food security and famine; climate change and its global impact: problems 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 sustainable development (eco-friendly buildings, green technology); food security and famine; climate change and its global impact: problems and solutions''.

Students can analyse and understand the model content related to ''Life in nature and global problems with sustainable development (eco-friendly buildings, green technology); food security and famine; climate change and its global impact: problems 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 sustainable development (eco-friendly buildings, green technology); food security and famine; climate change and its global impact: problems and solutions''.

Students can construct meaningful spoken content about ''life in nature and global problems with sustainable development (eco-friendly buildings, green technology); food security and famine; climate change and its global impact: problems and solutions'' through efficient and meaningful practice.

Students can reconstruct the information about ''life in nature and global problems with sustainable development (eco-friendly buildings, green technology); food security and famine; climate change and its global impact: problems 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 sustainable development (eco-friendly buildings, green technology); food security and famine; climate change and its global impact: problems 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 the future with the development of space travel technologies (rockets, spacecrafts); the concept of space tourism and its future; science fiction and imagination''.

Students can bring together the information in the current content on ''life in the universe and the future with the development of space travel technologies (rockets, spacecrafts); the concept of space tourism and its future; science fiction and imagination''.

Students can make sense of and derive meaning from the current content on ''life in the universe and the future with the development of space travel technologies (rockets, spacecrafts); the concept of space tourism and its future; science fiction and imagination''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the universe and the future with the development of space travel technologies (rockets, spacecrafts); the concept of space tourism and its future; science fiction and imagination'' 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 the future with the development of space travel technologies (rockets, spacecrafts); the concept of space tourism and its future; science fiction and imagination'' 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 the future with the development of space travel technologies (rockets, spacecrafts); the concept of space tourism and its future; science fiction and imagination'' efficiently and effectively.

Students can bring information together about the current content on ''life in the universe and the future with the development of space travel technologies (rockets, spacecrafts); the concept of space tourism and its future; science fiction and imagination'' through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on ''life in the universe and the future with the development of space travel technologies (rockets, spacecrafts); the concept of space tourism and its future; science fiction and imagination''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the universe and the future with the development of space travel technologies (rockets, spacecrafts); the concept of space tourism and its future; science fiction and imagination'' 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 the future with the development of space travel technologies (rockets, spacecrafts); the concept of space tourism and its future; science fiction and imagination'' 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 the future with the development of space travel technologies (rockets, spacecrafts); the concept of space tourism and its future; science fiction and imagination'', 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 the future with the development of space travel technologies (rockets, spacecrafts); the concept of space tourism and its future; science fiction and imagination''.

Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the universe and the future with the development of space travel technologies (rockets, spacecrafts); the concept of space tourism and its future; science fiction and imagination''.

Students can construct new written content on ''life in the universe and the future with the development of space travel technologies (rockets, spacecrafts); the concept of space tourism and its future; science fiction and imagination'' 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 the future with the development of space travel technologies (rockets, spacecrafts); the concept of space tourism and its future; science fiction and imagination''.

Students can engage in the process of writing related to the content on ''life in the universe and the future with the development of space travel technologies (rockets, spacecrafts); the concept of space tourism and its future; science fiction and imagination''.

Students can reconstruct their writing about the current theme on ''life in the universe and the future with the development of space travel technologies (rockets, spacecrafts); the concept of space tourism and its future; science fiction and imagination'' 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 the future with the development of space travel technologies (rockets, spacecrafts); the concept of space tourism and its future; science fiction and imagination'' 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 the future with the development of space travel technologies (rockets, spacecrafts); the concept of space tourism and its future; science fiction and imagination''.

Students can analyse and understand the model content related to ''Life in the universe and the future with the development of space travel technologies (rockets, spacecrafts); the concept of space tourism and its future; science fiction and imagination'' 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 the future with the development of space travel technologies (rockets, spacecrafts); the concept of space tourism and its future; science fiction and imagination''.

Students can construct meaningful spoken content about ''life in the universe and the future with the development of space travel technologies (rockets, spacecrafts); the concept of space tourism and its future; science fiction and imagination'' through efficient and meaningful practice.

Students can reconstruct the information about ''life in the universe and the future with the development of space travel technologies (rockets, spacecrafts); the concept of space tourism and its future; science fiction and imagination'' 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 the future with the development of space travel technologies (rockets, spacecrafts); the concept of space tourism and its future; science fiction and imagination'' in relation to themselves or others, both individually and/or with others.