12. 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 challenges to be successful (to succeed); graduation from school; future plans after school; national days and celebrations''.

Students can bring together the information in the current content on ''school life and education with challenges to be successful (to succeed); graduation from school; future plans after school; national days and celebrations''.

Students can make sense of and derive meaning from the current content on ''school life and education with challenges to be successful (to succeed); graduation from school; future plans after school; 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 challenges to be successful (to succeed); graduation from school; future plans after school; 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 challenges to be successful (to succeed); graduation from school; future plans after school; 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 challenges to be successful (to succeed); graduation from school; future plans after school; national days and celebrations'' efficiently and effectively.

Students can bring information together about the current content on ''school life and education with challenges to be successful (to succeed); graduation from school; future plans after school; 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 challenges to be successful (to succeed); graduation from school; future plans after school; 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 challenges to be successful (to succeed); graduation from school; future plans after school; 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 challenges to be successful (to succeed); graduation from school; future plans after school; 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 challenges to be successful (to succeed); graduation from school; future plans after school; 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 challenges to be successful (to succeed); graduation from school; future plans after school; 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 challenges to be successful (to succeed); graduation from school; future plans after school; national days and celebrations''.

Students can construct new written content on ''school life and education with challenges to be successful (to succeed); graduation from school; future plans after school; 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 challenges to be successful (to succeed); graduation from school; future plans after school; national days and celebrations''.

Students can engage in the process of writing related to the content on ''school life and education with challenges to be successful (to succeed); graduation from school; future plans after school; national days and celebrations''.

Students can reconstruct their writing about the current theme on ''school life and education with challenges to be successful (to succeed); graduation from school; future plans after school; 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 challenges to be successful (to succeed); graduation from school; future plans after school; 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 challenges to be successful (to succeed); graduation from school; future plans after school; national days and celebrations''.

Students can analyse and understand the model content related to ''School life and education with challenges to be successful (to succeed); graduation from school; future plans after school; 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 challenges to be successful (to succeed); graduation from school; future plans after school; national days and celebrations''.

Students can construct meaningful spoken content about ''school life and education with challenges to be successful (to succeed); graduation from school; future plans after school; national days and celebrations'' through efficient and meaningful practice.

Students can reconstruct the information about ''school life and education with challenges to be successful (to succeed); graduation from school; future plans after school; 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 challenges to be successful (to succeed); graduation from school; future plans after school; 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 digital and collaborative projects; student-led class activities; academic skills for learning''.

Students can bring together the information in the current content on ''classroom life and learning with digital and collaborative projects; student-led class activities; academic skills for learning''.

Students can make sense of and derive meaning from the current content on ''classroom life and learning with digital and collaborative projects; student-led class activities; academic skills for learning''.

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 digital and collaborative projects; student-led class activities; academic skills for learning'' 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 digital and collaborative projects; student-led class activities; academic skills for learning'' 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 digital and collaborative projects; student-led class activities; academic skills for learning'' efficiently and effectively.

Students can bring information together about the current content on ''classroom life and learning with digital and collaborative projects; student-led class activities; academic skills for learning'' through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on ''classroom life and learning with digital and collaborative projects; student-led class activities; academic skills for learning''.

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 digital and collaborative projects; student-led class activities; academic skills for learning'' 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 digital and collaborative projects; studentled class activities; academic skills for learning'' 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 digital and collaborative projects; student-led class activities; academic skills for learning'', 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 digital and collaborative projects; student-led class activities; academic skills for learning''.

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 digital and collaborative projects; student-led class activities; academic skills for learning''.

Students can construct new written content on ''classroom life and learning with digital and collaborative projects; student-led class activities; academic skills for learning'' 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 digital and collaborative projects; student-led class activities; academic skills for learning''.

Students can engage in the process of writing related to the content on ''classroom life and learning with digital and collaborative projects; student-led class activities; academic skills for learning''.

Students can reconstruct their writing about the current theme on ''classroom life and learning with digital and collaborative projects; student-led class activities; academic skills for learning'' 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 digital and collaborative projects; student-led class activities; academic skills for learning'' 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 digital and collaborative projects; student-led class activities; academic skills for learning''.

Students can analyse and understand the model content related to ''Classroom life and learning with digital and collaborative projects; student-led class activities; academic skills for learning'' 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 digital and collaborative projects; student-led class activities; academic skills for learning''.

Students can construct meaningful spoken content about ''classroom life and learning with digital and collaborative projects; student-led class activities; academic skills for learning'' through efficient and meaningful practice.

Students can reconstruct the information about ''classroom life and learning with digital and collaborative projects; student-led class activities; academic skills for learning'' 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 digital and collaborative projects; student-led class activities; academic skills for learning'' 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 technology (AI) and its impact on daily life; dealing with burnout and staying motivated''.

Students can bring together the information in the current content on ''personal life and wellbeing with technology (AI) and its impact on daily life; dealing with burnout and staying motivated''.

Students can make sense of and derive meaning from the current content on ''personal life and well-being with technology (AI) and its impact on daily life; dealing with burnout and staying motivated''.

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 technology (AI) and its impact on daily life; dealing with burnout and staying motivated'' 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 technology (AI) and its impact on daily life; dealing with burnout and staying motivated'' 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 technology (AI) and its impact on daily life; dealing with burnout and staying motivated'' efficiently and effectively.

Students can bring information together about the current content on ''personal life and wellbeing with technology (AI) and its impact on daily life; dealing with burnout and staying motivated'' 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 technology (AI) and its impact on daily life; dealing with burnout and staying motivated''.

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 technology (AI) and its impact on daily life; dealing with burnout and staying motivated'' 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 technology (AI) and its impact on daily life; dealing with burnout and staying motivated'' 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 technology (AI) and its impact on daily life; dealing with burnout and staying motivated'', 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 technology (AI) and its impact on daily life; dealing with burnout and staying motivated''.

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 technology (AI) and its impact on daily life; dealing with burnout and staying motivated''.

Students can construct new written content on ''personal life and well-being with technology (AI) and its impact on daily life; dealing with burnout and staying motivated'' 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 technology (AI) and its impact on daily life; dealing with burnout and staying motivated''.

Students can engage in the process of writing related to the content on ''personal life and well-being with technology (AI) and its impact on daily life; dealing with burnout and staying motivated''.

Students can reconstruct their writing about the current theme on ''personal life and wellbeing with technology (AI) and its impact on daily life; dealing with burnout and staying motivated'' 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 technology (AI) and its impact on daily life; dealing with burnout and staying motivated'' 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 technology (AI) and its impact on daily life; dealing with burnout and staying motivated''.

Students can analyse and understand the model content related to ''Personal life and wellbeing with technology (AI) and its impact on daily life; dealing with burnout and staying motivated'' 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 technology (AI) and its impact on daily life; dealing with burnout and staying motivated''.

Students can construct meaningful spoken content about ''personal life and well-being with technology (AI) and its impact on daily life; dealing with burnout and staying motivated'' through efficient and meaningful practice.

Students can reconstruct the information about ''personal life and well-being with technology (AI) and its impact on daily life; dealing with burnout and staying motivated'' 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 technology (AI) and its impact on daily life; dealing with burnout and staying motivated'' 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 maintaining relationship with family members; challenges of modern societies for families''.

Students can bring together the information in the current content on ''family life and home with maintaining relationship with family members; challenges of modern societies for families''.

Students can make sense of and derive meaning from the current content on ''family life and home with maintaining relationship with family members; challenges of modern societies for 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 maintaining relationship with family members; challenges of modern societies for 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 maintaining relationship with family members; challenges of modern societies for 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 maintaining relationship with family members; challenges of modern societies for families'' efficiently and effectively.

Students can bring information together about the current content on ''family life and home with maintaining relationship with family members; challenges of modern societies for 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 maintaining relationship with family members; challenges of modern societies for 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 maintaining relationship with family members; challenges of modern societies for 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 maintaining relationship with family members; challenges of modern societies for 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 maintaining relationship with family members; challenges of modern societies for families'', 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 maintaining relationship with family members; challenges of modern societies for 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 maintaining relationship with family members; challenges of modern societies for families''.

Students can construct new written content on ''family life and home with maintaining relationship with family members; challenges of modern societies for 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 maintaining relationship with family members; challenges of modern societies for families''.

Students can engage in the process of writing related to the content on ''family life and home with maintaining relationship with family members; challenges of modern societies for families''.

Students can reconstruct their writing about the current theme on ''family life and home with maintaining relationship with family members; challenges of modern societies for 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 maintaining relationship with family members; challenges of modern societies for 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 maintaining relationship with family members; challenges of modern societies for families''.

Students can analyse and understand the model content related to ''Family life and home with maintaining relationship with family members; challenges of modern societies for 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 maintaining relationship with family members; challenges of modern societies for families''.

Students can construct meaningful spoken content about ''family life and home with maintaining relationship with family members; challenges of modern societies for families'' through efficient and meaningful practice.

Students can reconstruct the information about ''family life and home with maintaining relationship with family members; challenges of modern societies for 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 maintaining relationship with family members; challenges of modern societies for 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 architecture and design in cities; volunteerism in social communities''.

Students can bring together the information in the current content on ''life in the neighbourhood, city, and social life with architecture and design in cities; volunteerism in social communities''.

Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city, and social life with architecture and design in cities; volunteerism in social communities''.

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 architecture and design in cities; volunteerism in social communities'' 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 architecture and design in cities; volunteerism in social communities'' 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 architecture and design in cities; volunteerism in social communities'' efficiently and effectively.

Students can bring information together about the current content on ''life in the neighbourhood, city, and social life with architecture and design in cities; volunteerism in social communities'' 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 architecture and design in cities; volunteerism in social communities''.

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 architecture and design in cities; volunteerism in social communities'' 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 architecture and design in cities; volunteerism in social communities'' 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 architecture and design in cities; volunteerism in social communities'', 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 architecture and design in cities; volunteerism in social communities''.

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 architecture and design in cities; volunteerism in social communities''.

Students can construct new written content on ''life in the neighbourhood, city, and social life with architecture and design in cities; volunteerism in social communities'' 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 architecture and design in cities; volunteerism in social communities''.

Students can engage in the process of writing related to the content on ''life in the neighbourhood, city, and social life with architecture and design in cities; volunteerism in social communities''.

Students can reconstruct their writing about the current theme on ''life in the neighbourhood, city, and social life with architecture and design in cities; volunteerism in social communities'' 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 architecture and design in cities; volunteerism in social communities'' 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 architecture and design in cities; volunteerism in social communities''.

Students can analyse and understand the model content related to ''Life in the neighbourhood, city, and social life with architecture and design in cities; volunteerism in social communities'' 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 architecture and design in cities; volunteerism in social communities''.

Students can construct meaningful spoken content about ''life in the neighbourhood, city, and social life with architecture and design in cities; volunteerism in social communities'' through efficient and meaningful practice.

Students can reconstruct the information about ''life in the neighbourhood, city, and social life with architecture and design in cities; volunteerism in social communities'' 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 architecture and design in cities; volunteerism in social communities'' 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 influence of technology on cultural habits; the role of education in preserving culture''.

Students can bring together the information in the current content on ''life in the world and culture with the influence of technology on cultural habits; the role of education in preserving culture''.

Students can make sense of and derive meaning from the current content on ''life in the world and culture with the influence of technology on cultural habits; the role of education in preserving culture''.

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 influence of technology on cultural habits; the role of education in preserving culture'' 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 influence of technology on cultural habits; the role of education in preserving culture'' 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 influence of technology on cultural habits; the role of education in preserving culture'' efficiently and effectively.

Students can bring information together about the current content on ''life in the world and culture with the influence of technology on cultural habits; the role of education in preserving culture'' 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 influence of technology on cultural habits; the role of education in preserving culture''.

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 influence of technology on cultural habits; the role of education in preserving culture'' 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 influence of technology on cultural habits; the role of education in preserving culture'' 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 influence of technology on cultural habits; the role of education in preserving culture'', 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 world and culture with the influence of technology on cultural habits; the role of education in preserving culture''.

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 influence of technology on cultural habits; the role of education in preserving culture''.

Students can construct new written content on ''life in the world and culture with the influence of technology on cultural habits; the role of education in preserving culture'' 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 influence of technology on cultural habits; the role of education in preserving culture''.

Students can engage in the process of writing related to the content on ''life in the world and culture with the influence of technology on cultural habits; the role of education in preserving culture''.

Students can reconstruct their writing about the current theme on ''life in the world and culture with the influence of technology on cultural habits; the role of education in preserving culture'' 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 influence of technology on cultural habits; the role of education in preserving culture'' 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 influence of technology on cultural habits; the role of education in preserving culture''.

Students can analyse and understand the model content related to ''Life in the world and culture with the influence of technology on cultural habits; the role of education in preserving culture'' 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 influence of technology on cultural habits; the role of education in preserving culture''.

Students can construct meaningful spoken content about ''life in the world and culture with the influence of technology on cultural habits; the role of education in preserving culture'' through efficient and meaningful practice.

Students can reconstruct the information about ''life in the world and culture with the influence of technology on cultural habits; the role of education in preserving culture'' 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 influence of technology on cultural habits; the role of education in preserving culture'' 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 natural disaster prevention, preparedness and balancing; ecosystems; eco-tourism and responsible travel''.

Students can bring together the information in the current content on ''life in nature and global problems with natural disaster prevention, preparedness and balancing; eco-systems; eco-tourism and responsible travel''.

Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural disaster prevention, preparedness and balancing; eco-systems; ecotourism and responsible travel''.

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 natural disaster prevention, preparedness and balancing; eco-systems; eco-tourism and responsible travel'' 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 natural disaster prevention, preparedness and balancing; eco-systems; eco-tourism and responsible travel'' 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 natural disaster prevention, preparedness and balancing; eco-systems; eco-tourism and responsible travel'' efficiently and effectively.

Students can bring information together about the current content on ''life in nature and global problems with natural disaster prevention, preparedness and balancing; eco-systems; eco-tourism and responsible travel'' 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 natural disaster prevention, preparedness and balancing; eco-systems; ecotourism and responsible travel''.

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 natural disaster prevention, preparedness and balancing; eco-systems; eco-tourism and responsible travel'' 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 natural disaster prevention, preparedness and balancing; eco-systems; eco-tourism and responsible travel'' 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 natural disaster prevention, preparedness and balancing; eco-systems; eco-tourism and responsible travel'', 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 natural disaster prevention, preparedness and balancing; eco-systems; eco-tourism and responsible travel''.

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 natural disaster prevention, preparedness and balancing; eco-systems; eco-tourism and responsible travel''.

Students can construct new written content on ''life in nature and global problems with natural disaster prevention, preparedness and balancing; eco-systems; eco-tourism and responsible travel'' 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 natural disaster prevention, preparedness and balancing; eco-systems; ecotourism and responsible travel''.

Students can engage in the process of writing related to the content on ''life in nature and global problems with natural disaster prevention, preparedness and balancing; eco-systems; ecotourism and responsible travel''.

Students can reconstruct their writing about the current theme on ''life in nature and global problems with natural disaster prevention, preparedness and balancing; eco-systems; eco-tourism and responsible travel'' 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 natural disaster prevention, preparedness and balancing; eco-systems; eco-tourism and responsible travel'' 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 natural disaster prevention, preparedness and balancing; eco-systems; eco-tourism and responsible travel''.

Students can analyse and understand the model content related to ''Life in nature and global problems with natural disaster prevention, preparedness and balancing; eco-systems; eco-tourism and responsible travel'' 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 natural disaster prevention, preparedness and balancing; eco-systems; eco-tourism and responsible travel''.

Students can construct meaningful spoken content about ''life in nature and global problems with natural disaster prevention, preparedness and balancing; eco-systems; eco-tourism and responsible travel'' through efficient and meaningful practice.

Students can reconstruct the information about ''life in nature and global problems with natural disaster prevention, preparedness and balancing; eco-systems; eco-tourism and responsible travel'' 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 natural disaster prevention, preparedness and balancing; eco-systems; eco-tourism and responsible travel'' 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 future myths and legends; future of humanity''.

Students can bring together the information in the current content on ''life in the universe and the future with future myths and legends; future of humanity''.

Students can make sense of and derive meaning from the current content on ''life in the universe and the future with future myths and legends; future of humanity''.

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 future myths and legends; future of humanity'' 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 future myths and legends; future of humanity'' 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 future myths and legends; future of humanity'' efficiently and effectively.

Students can bring information together about the current content on ''life in the universe and the future with future myths and legends; future of humanity'' 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 future myths and legends; future of humanity''.

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 future myths and legends; future of humanity'' 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 future myths and legends; future of humanity'' 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 future myths and legends; future of humanity'', 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 future myths and legends; future of humanity''.

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 future myths and legends; future of humanity''.

Students can construct new written content on ''life in the universe and the future with future myths and legends; future of humanity'' 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 future myths and legends; future of humanity''.

Students can engage in the process of writing related to the content on ''life in the universe and the future with future myths and legends; future of humanity''.

Students can reconstruct their writing about the current theme on ''life in the universe and the future with future myths and legends; future of humanity'' 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 future myths and legends; future of humanity'' 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 future myths and legends; future of humanity''.

Students can analyse and understand the model content related to ''Life in the universe and the future with future myths and legends; future of humanity'' 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 future myths and legends; future of humanity''.

Students can construct meaningful spoken content about ''life in the universe and the future with future myths and legends; future of humanity'' through efficient and meaningful practice.

Students can reconstruct the information about ''life in the universe and the future with future myths and legends; future of humanity'' 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 future myths and legends; future of humanity'' in relation to themselves or others, both individually and/or with others. a ) Students reveal their knowledge, experiences, thoughts, and feelings that they review critically in relation to the current speaking-expression content and process. b ) Students share their personal knowledge, experiences, thoughts, and feelings that they critically review in relation to the current speaking-expression content and process with others.