9. 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 different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''.

Students can bring together the information in the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''.

Students can make sense of and derive meaning from the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''.

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

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

Students can prepare for reading the content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' efficiently and effectively.

Students can bring information together about the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' in relation to themselves or others, both individually and/or with others.

Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.

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

Students can prepare for writing efficiently and accurately based on the current content about ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''.

Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''.

Students can construct new written content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' based on their understanding of the model(s) provided.

Students can practise producing written content based on the current theme ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''.

Students can engage in the process of writing related to the content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''.

Students can reconstruct their writing about the current theme on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' to communicate effectively about it.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' in relation to themselves or others, both individually and/or with others.

Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''.

Students can analyse and understand the model content related to ''School life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' to support the production of spoken language.

Students can produce meaningful and accurate spoken content related to the current theme on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''.

Students can construct meaningful spoken content about ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' through efficient and meaningful practice.

Students can reconstruct the information about ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' when communicating with others.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; 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 favourite school subjects, learning activities, study tools and innovations''.

Students can bring together the information in the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''.

Students can make sense of and derive meaning from the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''.

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 favourite school subjects, learning activities, study tools and innovations'' 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 favourite and least favourite school subjects; favourite school subjects, learning activities, study tools and innovations'' 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 favourite and least favourite school subjects; favourite school subjects, learning activities, study tools and innovations'' efficiently and effectively.

Students can bring information together about the current content on ''classroom life and learning with favourite and least favourite school subjects; favourite school subjects, learning activities, study tools and innovations'' through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''.

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 favourite school subjects, learning activities, study tools and innovations'' 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 favourite school subjects, learning activities, study tools and innovations'' 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 favourite school subjects, learning activities, study tools and innovations'', 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 favourite school subjects, learning activities, study tools and innovations''.

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 favourite school subjects, learning activities, study tools and innovations''.

Students can construct new written content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' 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 favourite school subjects, learning activities, study tools and innovations''.

Students can engage in the process of writing related to the content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''.

Students can reconstruct their writing about the current theme on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' 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 favourite school subjects, learning activities, study tools and innovations'' 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 favourite school subjects, learning activities, study tools and innovations''.

Students can analyse and understand the model content related to ''Classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' 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 favourite school subjects, learning activities, study tools and innovations''.

Students can construct meaningful spoken content about ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' through efficient and meaningful practice.

Students can reconstruct the information about ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' 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 favourite school subjects, learning activities, study tools and innovations'' 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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Students can prepare and get ready for listening (to)/watching about the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''.

Students can bring together the information in the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''.

Students can make sense of and derive meaning from the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''.

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 housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' 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 housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' 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 housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' efficiently and effectively.

Students can bring information together about the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''.

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 housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' 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 housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' 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 housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'', 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 housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''.

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 housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''.

Students can construct new written content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' 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 housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''.

Students can engage in the process of writing related to the content on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''.

Students can reconstruct their writing about the current theme on ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' 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 housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' 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 housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''.

Students can analyse and understand the model content related to ''Family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' 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 housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community''.

Students can construct meaningful spoken content about ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' through efficient and meaningful practice.

Students can reconstruct the information about ''family life and home with housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' 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 housing diversity in the world; intergenerational issues and family problems on daily conflicts and sharing the same house; relationships between the family and the community'' 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 city development and infrastructure; urban and rural lifestyles; future of cities''.

Students can bring together the information in the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''.

Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''.

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

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

Students can prepare for reading the content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' efficiently and effectively.

Students can bring information together about the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''.

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

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

Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'', 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 city development and infrastructure; urban and rural lifestyles; future of cities''.

Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''.

Students can construct new written content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' based on their understanding of the model(s) provided.

Students can practise producing written content based on the current theme ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''.

Students can engage in the process of writing related to the content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''.

Students can reconstruct their writing about the current theme on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' to communicate effectively about it.

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

Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''.

Students can analyse and understand the model content related to ''Life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' to support the production of spoken language.

Students can produce meaningful and accurate spoken content related to the current theme on ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities''.

Students can construct meaningful spoken content about ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' through efficient and meaningful practice.

Students can reconstruct the information about ''life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities'' when communicating with others.

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

Students can prepare and get ready for listening (to)/watching about the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''.

Students can bring together the information in the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''.

Students can make sense of and derive meaning from the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''.

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 global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' 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 global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' 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 global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' efficiently and effectively.

Students can bring information together about the current content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' 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 global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''.

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 global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' 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 global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' 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 global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'', 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 global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''.

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 global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''.

Students can construct new written content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' 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 global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''.

Students can engage in the process of writing related to the content on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''.

Students can reconstruct their writing about the current theme on ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' 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 global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' 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 global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''.

Students can analyse and understand the model content related to ''Life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' 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 global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life''.

Students can construct meaningful spoken content about ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' through efficient and meaningful practice.

Students can reconstruct the information about ''life in the world and culture with global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' 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 global cuisines, food habits and cultures; cultural diversity and international sports, films and musical events; impact of globalisation on everyday life'' 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 disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''.

Students can bring together the information in the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''.

Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''.

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 disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' 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 disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' 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 disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' efficiently and effectively.

Students can bring information together about the current content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' 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 disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''.

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 disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' 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 disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' 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 disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'', 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 disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''.

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 disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''.

Students can construct new written content on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' based on their understanding of the model(s) provided.

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Students can reconstruct their writing about the current theme on ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' 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 disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' 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 disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''.

Students can analyse and understand the model content related to ''Life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' 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 disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)''.

Students can construct meaningful spoken content about ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' through efficient and meaningful practice.

Students can reconstruct the information about ''life in nature and global problems with natural disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' 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 disasters and their impact on nature; natural disasters and their impact on humans; impact of technology on global issues (AI, data, healthcare)'' 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 universal issues in the future; search for habitable planets; space and technology''.

Students can bring together the information in the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''.

Students can make sense of and derive meaning from the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''.

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 universal issues in the future; search for habitable planets; space and technology'' in relation to themselves or others, both individually and/or with others.

Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' 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 universal issues in the future; search for habitable planets; space and technology'' efficiently and effectively.

Students can bring information together about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' 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 universal issues in the future; search for habitable planets; space and technology''.

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 universal issues in the future; search for habitable planets; space and technology'' in relation to themselves or others, both individually and/or with others.

Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.

Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

Students can prepare for writing efficiently and accurately based on the current content about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''.

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 universal issues in the future; search for habitable planets; space and technology''.

Students can construct new written content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' 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 universal issues in the future; search for habitable planets; space and technology''.

Students can engage in the process of writing related to the content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''.

Students can reconstruct their writing about the current theme on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' to communicate effectively about it.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' in relation to themselves or others, both individually and/or with others.

Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology''.

Students can analyse and understand the model content related to ''Life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' 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 universal issues in the future; search for habitable planets; space and technology''.

Students can construct meaningful spoken content about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' through efficient and meaningful practice.

Students can reconstruct the information about ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' when communicating with others.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the universe and the future with universal issues in the future; search for habitable planets; space and technology'' in relation to themselves or others, both individually and/or with others.