11. Sınıf İngilizce (Hazırlık-12) Maarif Müfredatı

Students can prepare and get ready for listening (to)/watching about the current content on ''school life and education with comparing traditional and modern education; education challenges in today’s world; impact of technology on education; national days and celebrations''.

Students can bring together the information in the current content on ''school life and education with comparing traditional and modern education; education challenges in today’s world; impact of technology on education; national days and celebrations''.

Students can make sense of and derive meaning from the current content on ''school life and education with comparing traditional and modern education; education challenges in today’s world; impact of technology on 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 life and education with comparing traditional and modern education; education challenges in today’s world; impact of technology on 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 life and education with comparing traditional and modern education; education challenges in today’s world; impact of technology on education; 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 traditional and modern education; education challenges in today’s world; impact of technology on education; national days and celebrations'' efficiently and effectively.

Students can bring information together about the current content on ''school life and education with comparing traditional and modern education; education challenges in today’s world; impact of technology on 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 life and education with comparing traditional and modern education; education challenges in today’s world; impact of technology on 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 life and education with comparing traditional and modern education; education challenges in today’s world; impact of technology on 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 life and education with comparing traditional and modern education; education challenges in today’s world; impact of technology on 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 life and education with comparing traditional and modern education; education challenges in today’s world; impact of technology on education; 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 traditional and modern education; education challenges in today’s world; impact of technology on 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 life and education with comparing traditional and modern education; education challenges in today’s world; impact of technology on education; national days and celebrations''.

Students can construct new written content on ''school life and education with comparing traditional and modern education; education challenges in today’s world; impact of technology on 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 life and education with comparing traditional and modern education; education challenges in today’s world; impact of technology on education; national days and celebrations''.

Students can engage in the process of writing related to the content on ''school life and education with comparing traditional and modern education; education challenges in today’s world; impact of technology on education; national days and celebrations''.

Students can reconstruct their writing about the current theme on ''school life and education with comparing traditional and modern education; education challenges in today’s world; impact of technology on 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 life and education with comparing traditional and modern education; education challenges in today’s world; impact of technology on 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 life and education with comparing traditional and modern education; education challenges in today’s world; impact of technology on education; national days and celebrations''.

Students can analyse and understand the model content related to ''school life and education with comparing traditional and modern education; education challenges in today’s world; impact of technology on 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 life and education with comparing traditional and modern education; education challenges in today’s world; impact of technology on education; national days and celebrations''.

Students can construct meaningful spoken content about ''school life and education with comparing traditional and modern education; education challenges in today’s world; impact of technology on education; national days and celebrations'' through efficient and meaningful practice.

Students can reconstruct the information about ''school life and education with comparing traditional and modern education; education challenges in today’s world; impact of technology on 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 life and education with comparing traditional and modern education; education challenges in today’s world; impact of technology on 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 importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration''.

Students can bring together the information in the current content on ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration''.

Students can make sense of and derive meaning from the current content on ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration''.

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 importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' 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 importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' to develop holistic and conscious pronunciation skills after recognising them in context.

Students can prepare for reading the content on ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' efficiently and effectively.

Students can bring information together about the current content on ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration''.

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 importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' 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 importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' 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 importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'', 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 with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration''.

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 importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration''.

Students can construct new written content on ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' based on their understanding of the model(s) provided.

Students can practise producing written content based on the current theme ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration''.

Students can engage in the process of writing related to the content on ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration''.

Students can reconstruct their writing about the current theme on ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' 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 importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' 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 importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration''.

Students can analyse and understand the model content related to ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' 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 importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration''.

Students can construct meaningful spoken content about ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' through efficient and meaningful practice.

Students can reconstruct the information about ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' 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 importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' 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 dietary practices and trends; the impact of social media on selfesteem and body image; managing screen time and digital detox for personal well-being''.

Students can bring together the information in the current content on ''personal life and wellbeing with dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being''.

Students can make sense of and derive meaning from the current content on ''personal life and well-being with dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being''.

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 dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' 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 dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' 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 dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' efficiently and effectively.

Students can bring information together about the current content on ''personal life and wellbeing with dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' 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 dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being''.

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 dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' 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 dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' 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 dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'', 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 dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being''.

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 dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being''.

Students can construct new written content on ''personal life and well-being with dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' 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 dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being''.

Students can engage in the process of writing related to the content on ''personal life and wellbeing with dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being''.

Students can reconstruct their writing about the current theme on ''personal life and wellbeing with dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' 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 dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' 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 dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being''.

Students can analyse and understand the model content related to ''personal life and wellbeing with dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' 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 dietary practices and trends; the impact of social media on selfesteem and body image; managing screen time and digital detox for personal well-being''.

Students can construct meaningful spoken content about ''personal life and well-being with dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' through efficient and meaningful practice.

Students can reconstruct the information about ''personal life and well-being with dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' 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 dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' 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 reunions; collaborative and creative activities at home; dealing with generation gap in families''.

Students can bring together the information in the current content on ''family life and home with family reunions; collaborative and creative activities at home; dealing with generation gap in families''.

Students can make sense of and derive meaning from the current content on ''family life and home with family reunions; collaborative and creative activities at home; dealing with generation gap in families''.

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 reunions; collaborative and creative activities at home; dealing with generation gap in families'' 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 reunions; collaborative and creative activities at home; dealing with generation gap in families'' 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 reunions; collaborative and creative activities at home; dealing with generation gap in families'' efficiently and effectively.

Students can bring information together about the current content on ''family life and home with family reunions; collaborative and creative activities at home; dealing with generation gap in families'' 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 reunions; collaborative and creative activities at home; dealing with generation gap in families''.

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 reunions; collaborative and creative activities at home; dealing with generation gap in families'' 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 reunions; collaborative and creative activities at home; dealing with generation gap in families'' 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 reunions; collaborative and creative activities at home; dealing with generation gap in families'', 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 ''family life and home with family reunions; collaborative and creative activities at home; dealing with generation gap in families''.

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 reunions; collaborative and creative activities at home; dealing with generation gap in families''.

Students can construct new written content on ''family life and home with family reunions; collaborative and creative activities at home; dealing with generation gap in families'' 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 reunions; collaborative and creative activities at home; dealing with generation gap in families''.

Students can engage in the process of writing related to the content on ''family life and home with family reunions; collaborative and creative activities at home; dealing with generation gap in families''.

Students can reconstruct their writing about the current theme on ''family life and home with family reunions; collaborative and creative activities at home; dealing with generation gap in families'' 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 reunions; collaborative and creative activities at home; dealing with generation gap in families'' 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 reunions; collaborative and creative activities at home; dealing with generation gap in families''.

Students can analyse and understand the model content related to ''family life and home with family reunions; collaborative and creative activities at home; dealing with generation gap in families'' 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 reunions; collaborative and creative activities at home; dealing with generation gap in families''.

Students can construct meaningful spoken content about ''family life and home with family reunions; collaborative and creative activities at home; dealing with generation gap in families'' through efficient and meaningful practice.

Students can reconstruct the information about ''family life and home with family reunions; collaborative and creative activities at home; dealing with generation gap in families'' 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 reunions; collaborative and creative activities at home; dealing with generation gap in families'' 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 life in smart cities and slow cities; leisure activities in smart, slow, and other different cities; challenges of planning life in the city for the future''.

Students can bring together the information in the current content on ''life in the neighbourhood, city, and social life with life in smart cities and slow cities; leisure activities in smart, slow, and other different cities; challenges of planning life in the city for the future''.

Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city, and social life with life in smart cities and slow cities; leisure activities in smart, slow, and other different cities; challenges of planning life in the city for the future''.

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 life in smart cities and slow cities; leisure activities in smart, slow, and other different cities; challenges of planning life in the city for the future'' 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 life in smart cities and slow cities; leisure activities in smart, slow, and other different cities; challenges of planning life in the city for the future'' 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 life in smart cities and slow cities; leisure activities in smart, slow, and other different cities; challenges of planning life in the city for the future'' efficiently and effectively.

Students can bring information together about the current content on ''life in the neighbourhood, city, and social life with life in smart cities and slow cities; leisure activities in smart, slow, and other different cities; challenges of planning life in the city for the future'' 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 life in smart cities and slow cities; leisure activities in smart, slow, and other different cities; challenges of planning life in the city for the future''.

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 life in smart cities and slow cities; leisure activities in smart, slow, and other different cities; challenges of planning life in the city for the future'' 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 life in smart cities and slow cities; leisure activities in smart, slow, and other different cities; challenges of planning life in the city for the future'' 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 life in smart cities and slow cities; leisure activities in smart, slow, and other different cities; challenges of planning life in the city for the future'', 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 life in smart cities and slow cities; leisure activities in smart, slow, and other different cities; challenges of planning life in the city for the future''.

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 life in smart cities and slow cities; leisure activities in smart, slow, and other different cities; challenges of planning life in the city for the future''.

Students can construct new written content on ''life in the neighbourhood, city, and social life with life in smart cities and slow cities; leisure activities in smart, slow, and other different cities; challenges of planning life in the city for the future'' 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 life in smart cities and slow cities; leisure activities in smart, slow, and other different cities; challenges of planning life in the city for the future''.

Students can engage in the process of writing related to the content on ''life in the neighbourhood, city, and social life with life in smart cities and slow cities; leisure activities in smart, slow, and other different cities; challenges of planning life in the city for the future''.

Students can reconstruct their writing about the current theme on ''life in the neighbourhood, city, and social life with life in smart cities and slow cities; leisure activities in smart, slow, and other different cities; challenges of planning life in the city for the future'' 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 life in smart cities and slow cities; leisure activities in smart, slow, and other different cities; challenges of planning life in the city for the future'' 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 life in smart cities and slow cities; leisure activities in smart, slow, and other different cities; challenges of planning life in the city for the future''.

Students can analyse and understand the model content related to ''life in the neighbourhood, city, and social life with life in smart cities and slow cities; leisure activities in smart, slow, and other different cities; challenges of planning life in the city for the future'' 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 life in smart cities and slow cities; leisure activities in smart, slow, and other different cities; challenges of planning life in the city for the future''.

Students can construct meaningful spoken content about ''life in the neighbourhood, city, and social life with life in smart cities and slow cities; leisure activities in smart, slow, and other different cities; challenges of planning life in the city for the future'' through efficient and meaningful practice.

Students can reconstruct the information about ''life in the neighbourhood, city, and social life with life in smart cities and slow cities; leisure activities in smart, slow, and other different cities; challenges of planning life in the city for the future'' 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 life in smart cities and slow cities; leisure activities in smart, slow, and other different cities; challenges of planning life in the city for the future'' 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 the impact of social media, celebrities, and influencers on cultural trends; digital communication and interpersonal relationships; folklore and myths as cultural heritage''.

Students can bring together the information in the current content on ''life in the world and culture with the impact of social media, celebrities, and influencers on cultural trends; digital communication and interpersonal relationships; folklore and myths as cultural heritage''.

Students can make sense of and derive meaning from the current content on ''life in the world and culture with the impact of social media, celebrities, and influencers on cultural trends; digital communication and interpersonal relationships; folklore and myths as cultural heritage''.

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 the impact of social media, celebrities, and influencers on cultural trends; digital communication and interpersonal relationships; folklore and myths as cultural heritage'' 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 the impact of social media, celebrities, and influencers on cultural trends; digital communication and interpersonal relationships; folklore and myths as cultural heritage'' 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 the impact of social media, celebrities, and influencers on cultural trends; digital communication and interpersonal relationships; folklore and myths as cultural heritage'' efficiently and effectively.

Students can bring information together about the current content on ''life in the world and culture with the impact of social media, celebrities, and influencers on cultural trends; digital communication and interpersonal relationships; folklore and myths as cultural heritage'' 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 the impact of social media, celebrities, and influencers on cultural trends; digital communication and interpersonal relationships; folklore and myths as cultural heritage''.

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 the impact of social media, celebrities, and influencers on cultural trends; digital communication and interpersonal relationships; folklore and myths as cultural heritage'' 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 the impact of social media, celebrities, and influencers on cultural trends; digital communication and interpersonal relationships; folklore and myths as cultural heritage'' 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 the impact of social media, celebrities, and influencers on cultural trends; digital communication and interpersonal relationships; folklore and myths as cultural heritage'', 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 the impact of social media, celebrities, and influencers on cultural trends; digital communication and interpersonal relationships; folklore and myths as cultural heritage''.

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 the impact of social media, celebrities, and influencers on cultural trends; digital communication and interpersonal relationships; folklore and myths as cultural heritage''.

Students can construct new written content on ''life in the world and culture with the impact of social media, celebrities, and influencers on cultural trends; digital communication and interpersonal relationships; folklore and myths as cultural heritage'' 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 the impact of social media, celebrities, and influencers on cultural trends; digital communication and interpersonal relationships; folklore and myths as cultural heritage''.

Students can engage in the process of writing related to the content on ''life in the world and culture with the impact of social media, celebrities, and influencers on cultural trends; digital communication and interpersonal relationships; folklore and myths as cultural heritage''.

Students can reconstruct their writing about the current theme on ''life in the world and culture with the impact of social media, celebrities, and influencers on cultural trends; digital communication and interpersonal relationships; folklore and myths as cultural heritage'' 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 the impact of social media, celebrities, and influencers on cultural trends; digital communication and interpersonal relationships; folklore and myths as cultural heritage'' 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 the impact of social media, celebrities, and influencers on cultural trends; digital communication and interpersonal relationships; folklore and myths as cultural heritage''.

Students can analyse and understand the model content related to ''life in the world and culture with the impact of social media, celebrities, and influencers on cultural trends; digital communication and interpersonal relationships; folklore and myths as cultural heritage'' 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 the impact of social media, celebrities, and influencers on cultural trends; digital communication and interpersonal relationships; folklore and myths as cultural heritage''.

Students can construct meaningful spoken content about ''life in the world and culture with the impact of social media, celebrities, and influencers on cultural trends; digital communication and interpersonal relationships; folklore and myths as cultural heritage'' through efficient and meaningful practice.

Students can reconstruct the information about ''life in the world and culture with the impact of social media, celebrities, and influencers on cultural trends; digital communication and interpersonal relationships; folklore and myths as cultural heritage'' 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 the impact of social media, celebrities, and influencers on cultural trends; digital communication and interpersonal relationships; folklore and myths as cultural heritage'' 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 renewable energy in reducing the environmental damage; sustainable agriculture and farming for the future of the world; local knowledge and nature''.

Students can bring together the information in the current content on ''life in nature and global problems with renewable energy in reducing the environmental damage; sustainable agriculture and farming for the future of the world; local knowledge and nature''..

Students can make sense of and derive meaning from the current content on ''life in nature and global problems with renewable energy in reducing the environmental damage; sustainable agriculture and farming for the future of the world; local knowledge and nature''.

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 renewable energy in reducing the environmental damage; sustainable agriculture and farming for the future of the world; local knowledge and nature'' 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 renewable energy in reducing the environmental damage; sustainable agriculture and farming for the future of the world; local knowledge and nature'' 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 renewable energy in reducing the environmental damage; sustainable agriculture and farming for the future of the world; local knowledge and nature'' efficiently and effectively.

Students can bring information together about the current content on ''life in nature and global problems with renewable energy in reducing the environmental damage; sustainable agriculture and farming for the future of the world; local knowledge and nature'' 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 renewable energy in reducing the environmental damage; sustainable agriculture and farming for the future of the world; local knowledge and nature''.

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 renewable energy in reducing the environmental damage; sustainable agriculture and farming for the future of the world; local knowledge and nature'' 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 renewable energy in reducing the environmental damage; sustainable agriculture and farming for the future of the world; local knowledge and nature'' 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 renewable energy in reducing the environmental damage; sustainable agriculture and farming for the future of the world; local knowledge and nature'', 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 renewable energy in reducing the environmental damage; sustainable agriculture and farming for the future of the world; local knowledge and nature''.

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 renewable energy in reducing the environmental damage; sustainable agriculture and farming for the future of the world; local knowledge and nature''.

Students can construct new written content on ''life in nature and global problems with renewable energy in reducing the environmental damage; sustainable agriculture and farming for the future of the world; local knowledge and nature'' 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 renewable energy in reducing the environmental damage; sustainable agriculture and farming for the future of the world; local knowledge and nature''.

Students can engage in the process of writing related to the content on ''life in nature and global problems with renewable energy in reducing the environmental damage; sustainable agriculture and farming for the future of the world; local knowledge and nature''.

Students can reconstruct their writing about the current theme on ''life in nature and global problems with renewable energy in reducing the environmental damage; sustainable agriculture and farming for the future of the world; local knowledge and nature'' 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 renewable energy in reducing the environmental damage; sustainable agriculture and farming for the future of the world; local knowledge and nature'' 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 renewable energy in reducing the environmental damage; sustainable agriculture and farming for the future of the world; local knowledge and nature''.

Students can analyse and understand the model content related to ''life in nature and global problems with renewable energy in reducing the environmental damage; sustainable agriculture and farming for the future of the world; local knowledge and nature'' 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 renewable energy in reducing the environmental damage; sustainable agriculture and farming for the future of the world; local knowledge and nature''.

Students can construct meaningful spoken content about ''life in nature and global problems with renewable energy in reducing the environmental damage; sustainable agriculture and farming for the future of the world; local knowledge and nature'' through efficient and meaningful practice.

Students can reconstruct the information about ''life in nature and global problems with renewable energy in reducing the environmental damage; sustainable agriculture and farming for the future of the world; local knowledge and nature'' 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 renewable energy in reducing the environmental damage; sustainable agriculture and farming for the future of the world; local knowledge and nature'' 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 predictions about technology and advancement in the next century; robots today and the future with robots; space as a source of inspiration for future generations''.

Students can bring together the information in the current content on ''life in the universe and the future with predictions about technology and advancement in the next century; robots today and the future with robots; space as a source of inspiration for future generations''.

Students can make sense of and derive meaning from the current content on ''life in the universe and the future with predictions about technology and advancement in the next century; robots today and the future with robots; space as a source of inspiration for future generations''.

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 predictions about technology and advancement in the next century; robots today and the future with robots; space as a source of inspiration for future generations'' 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 predictions about technology and advancement in the next century; robots today and the future with robots; space as a source of inspiration for future generations'' 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 predictions about technology and advancement in the next century; robots today and the future with robots; space as a source of inspiration for future generations'' efficiently and effectively.

Students can bring information together about the current content on ''life in the universe and the future with predictions about technology and advancement in the next century; robots today and the future with robots; space as a source of inspiration for future generations'' 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 predictions about technology and advancement in the next century; robots today and the future with robots; space as a source of inspiration for future generations''.

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 predictions about technology and advancement in the next century; robots today and the future with robots; space as a source of inspiration for future generations'' 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 predictions about technology and advancement in the next century; robots today and the future with robots; space as a source of inspiration for future generations'' 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 predictions about technology and advancement in the next century; robots today and the future with robots; space as a source of inspiration for future generations'', 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 predictions about technology and advancement in the next century; robots today and the future with robots; space as a source of inspiration for future generations''.

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 predictions about technology and advancement in the next century; robots today and the future with robots; space as a source of inspiration for future generations''.

Students can construct new written content on ''life in the universe and the future with predictions about technology and advancement in the next century; robots today and the future with robots; space as a source of inspiration for future generations'' 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 predictions about technology and advancement in the next century; robots today and the future with robots; space as a source of inspiration for future generations''.

Students can engage in the process of writing related to the content on ''life in the universe and the future with predictions about technology and advancement in the next century; robots today and the future with robots; space as a source of inspiration for future generations''.

Students can reconstruct their writing about the current theme on ''life in the universe and the future with predictions about technology and advancement in the next century; robots today and the future with robots; space as a source of inspiration for future generations'' 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 predictions about technology and advancement in the next century; robots today and the future with robots; space as a source of inspiration for future generations'' 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 predictions about technology and advancement in the next century; robots today and the future with robots; space as a source of inspiration for future generations''.

Students can analyse and understand the model content related to ''life in the universe and the future with predictions about technology and advancement in the next century; robots today and the future with robots; space as a source of inspiration for future generations'' 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 predictions about technology and advancement in the next century; robots today and the future with robots; space as a source of inspiration for future generations''.

Students can construct meaningful spoken content about ''life in the universe and the future with predictions about technology and advancement in the next century; robots today and the future with robots; space as a source of inspiration for future generations'' through efficient and meaningful practice.

Students can reconstruct the information about ''life in the universe and the future with predictions about technology and advancement in the next century; robots today and the future with robots; space as a source of inspiration for future generations'' 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 predictions about technology and advancement in the next century; robots today and the future with robots; space as a source of inspiration for future generations'' in relation to themselves or others, both individually and/ or with others.