Hazırlık Sınıfı İngilizce (Hazırlık-12) Maarif Müfredatı

Students can prepare and get ready for listening (to)/watching about the current content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''.

Students can bring together the information in the current content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''.

Students can make sense of and derive meaning from the current content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at 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 with school rules, events, and activities at school; people, roles and responsibilities at 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 with school rules, events, and activities at school; people, roles and responsibilities at 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 with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' efficiently and effectively.

Students can bring information together about the current content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at 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 with school rules, events, and activities at school; people, roles and responsibilities at 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 with school rules, events, and activities at school; people, roles and responsibilities at 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 with school rules, events, and activities at school; people, roles and responsibilities at 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 with school rules, events, and activities at school; people, roles and responsibilities at 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 with school rules, events, and activities at school; people, roles and responsibilities at 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 with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''.

Students can construct new written content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at 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 with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''.

Students can engage in the process of writing related to the content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''.

Students can reconstruct their writing about the current theme on ''school life with school rules, events, and activities at school; people, roles and responsibilities at 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 with school rules, events, and activities at school; people, roles and responsibilities at 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 with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''.

Students can analyse and understand the model content related to ''school life with school rules, events, and activities at school; people, roles and responsibilities at 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 with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''.

Students can construct meaningful spoken content about ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' through efficient and meaningful practice.

Students can reconstruct the information about ''school life with school rules, events, and activities at school; people, roles and responsibilities at 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 with school rules, events, and activities at school; people, roles and responsibilities at 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 with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''.

Students can bring together the information in the current content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''.

Students can make sense of and derive meaning from the current content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''.

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 with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' 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 with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' to develop holistic and conscious pronunciation skills after recognising them in context.

Students can prepare for reading the content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' efficiently and effectively.

Students can bring information together about the current content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' 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 with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' 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 with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'', 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 with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''.

Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''.

Students can construct new written content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' based on their understanding of the model(s) provided.

Students can practise producing written content based on the current theme ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''.

Students can engage in the process of writing related to the content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''.

Students can reconstruct their writing about the current theme on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' 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 with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' 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 with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''.

Students can analyse and understand the model content related to ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' to support the production of spoken language.

Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''.

Students can construct meaningful spoken content about ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' through efficient and meaningful practice.

Students can reconstruct the information about ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' 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 with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' 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 with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''.

Students can bring together the information in the current content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''.

Students can make sense of and derive meaning from the current content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''.

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 with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' 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 with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' to develop holistic and conscious pronunciation skills after recognising them in context.

Students can prepare for reading the content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' efficiently and effectively.

Students can bring information together about the current content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' 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 with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' 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 with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'', 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 with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''.

Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''.

Students can construct new written content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' based on their understanding of the model(s) provided.

Students can practise producing written content based on the current theme ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''.

Students can engage in the process of writing related to the content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''.

Students can reconstruct their writing about the current theme on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' 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 with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' 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 with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''.

Students can analyse and understand the model content related to ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' to support the production of spoken language.

Students can produce meaningful and accurate spoken content related to the current theme on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''.

Students can construct meaningful spoken content about ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' through efficient and meaningful practice.

Students can reconstruct the information about ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' 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 with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' 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 with family members, routines of family members, hobbies of family members, relationships in the family''.

Students can bring together the information in the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''.

Students can make sense of and derive meaning from the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''.

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 with family members, routines of family members, hobbies of family members, relationships in the family'' 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 with family members, routines of family members, hobbies of family members, relationships in the family'' to develop holistic and conscious pronunciation skills after recognising them in context.

Students can prepare for reading the content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' efficiently and effectively.

Students can bring information together about the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' 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 with family members, routines of family members, hobbies of family members, relationships in the family'' 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 with family members, routines of family members, hobbies of family members, relationships in the family'', 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 with family members, routines of family members, hobbies of family members, relationships in the family''.

Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''.

Students can construct new written content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' based on their understanding of the model(s) provided.

Students can practise producing written content based on the current theme ''family life with family members, routines of family members, hobbies of family members, relationships in the family''.

Students can engage in the process of writing related to the content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''.

Students can reconstruct their writing about the current theme on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' 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 with family members, routines of family members, hobbies of family members, relationships in the family'' 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 with family members, routines of family members, hobbies of family members, relationships in the family''.

Students can analyse and understand the model content related to ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' to support the production of spoken language.

Students can produce meaningful and accurate spoken content related to the current theme on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''.

Students can construct meaningful spoken content about ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' through efficient and meaningful practice.

Students can reconstruct the information about ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' 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 with family members, routines of family members, hobbies of family members, relationships in the family'' 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 and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''.

Students can bring together the information in the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''.

Students can make sense of and derive meaning from the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''.

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 and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' 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 and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' to develop holistic and conscious pronunciation skills after recognising them in context.

Students can prepare for reading the content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' efficiently and effectively.

Students can bring information together about the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''.

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 and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' 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 and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' 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 and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

Students can prepare for writing efficiently and accurately based on the current content about ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''.

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 and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''.

Students can construct new written content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' based on their understanding of the model(s) provided.

Students can practise producing written content based on the current theme ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''.

Students can engage in the process of writing related to the content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''.

Students can reconstruct their writing about the current theme on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' 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 and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' 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 and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''.

Students can analyse and understand the model content related to ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' 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 and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''.

Students can construct meaningful spoken content about ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' through efficient and meaningful practice.

Students can reconstruct the information about ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' 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 and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' 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 with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''.

Students can bring together the information in the current content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''.

Students can make sense of and derive meaning from the current content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''.

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 with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' 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 with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' to develop holistic and conscious pronunciation skills after recognising them in context.

Students can prepare for reading the content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' efficiently and effectively.

Students can bring information together about the current content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''.

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 with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' 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 with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' 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 with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'', 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 with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''.

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 with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''.

Students can construct new written content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' based on their understanding of the model(s) provided.

Students can practise producing written content based on the current theme ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''.

Students can engage in the process of writing related to the content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''.

Students can reconstruct their writing about the current theme on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' 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 with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' 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 with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''.

Students can analyse and understand the model content related to ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' 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 with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''.

Students can construct meaningful spoken content about ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' through efficient and meaningful practice.

Students can reconstruct the information about ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' 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 with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' 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 with daily activities in nature, extreme weather conditions and adventures in nature''.

Students can bring together the information in the current content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature''.

Students can make sense of and derive meaning from the current content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature'' in relation to themselves or others, both individually and/or with others.

Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature'' to develop holistic and conscious pronunciation skills after recognising them in context.

Students can prepare for reading the content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature'' efficiently and effectively.

Students can bring information together about the current content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature'' through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature'' in relation to themselves or others, both individually and/ or with others.

Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.

Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

Students can prepare for writing efficiently and accurately based on the current content about ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature''.

Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature''.

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Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature''.

Students can analyse and understand the model content related to ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature'' to support the production of spoken language.

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Students can prepare and get ready for listening (to)/watching about the current content on ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet''.

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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 with planets and satellites in the solar system, facts about planets, the Earth as a planet'' to develop holistic and conscious pronunciation skills after recognising them in context.

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Students can make sense of and derive meaning from the current content on ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet''.

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 with planets and satellites in the solar system, facts about planets, the Earth as a planet'' 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 with planets and satellites in the solar system, facts about planets, the Earth as a planet'' 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 with planets and satellites in the solar system, facts about planets, the Earth as a planet'', 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 with planets and satellites in the solar system, facts about planets, the Earth as a planet''.

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 with planets and satellites in the solar system, facts about planets, the Earth as a planet''.

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Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet''.

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Students can reconstruct the information about ''life in the universe with planets and satellites in the solar system, facts about planets, the Earth as a planet'' 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 with planets and satellites in the solar system, facts about planets, the Earth as a planet'' 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 technology with technological classroom tools, learning with technology, future classrooms''.

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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 technology with technological classroom tools, learning with technology, future classrooms'' 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 technology with technological classroom tools, learning with technology, future classrooms'' efficiently and effectively.

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Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.

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Students can prepare for writing efficiently and accurately based on the current content about ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms''.

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 technology with technological classroom tools, learning with technology, future classrooms''.

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Students can analyse and understand the model content related to ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms'' to support the production of spoken language.

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Students can reconstruct the information about ''classroom life and learning with technology with technological classroom tools, learning with technology, future classrooms'' when communicating with others.

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Students can prepare and get ready for listening (to)/watching about the current content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future''.

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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 body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' 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 body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' efficiently and effectively.

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Students can make sense of and derive meaning from the current content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future''.

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 body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' in relation to themselves or others, both individually and/or with others.

Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.

Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

Students can prepare for writing efficiently and accurately based on the current content about ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future''.

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 body parts, human illnesses and diseases, human well-being, human nature, well-being for the future''.

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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 body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' in relation to themselves or others, both individually and/or with others.

Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future''.

Students can analyse and understand the model content related to ''personal life and wellbeing with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' to support the production of spoken language.

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Students can reconstruct the information about ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' when communicating with others.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life and well-being with body parts, human illnesses and diseases, human well-being, human nature, well-being for the future'' in relation to themselves or others, both individually and/or with others.

Students can prepare and get ready for listening (to)/watching about the current content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions''.

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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 the future with family members’ future aspirations; family members’ dreams and ambitions'' 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 the future with family members’ future aspirations; family members’ dreams and ambitions'' to develop holistic and conscious pronunciation skills after recognising them in context.

Students can prepare for reading the content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' efficiently and effectively.

Students can bring information together about the current content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' 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 the future with family members’ future aspirations; family members’ dreams and ambitions'' 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 the future with family members’ future aspirations; family members’ dreams and ambitions'', 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 the future with family members’ future aspirations; family members’ dreams and ambitions''.

Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions''.

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Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions''.

Students can analyse and understand the model content related to ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' to support the production of spoken language.

Students can produce meaningful and accurate spoken content related to the current theme on ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions''.

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Students can reconstruct the information about ''family life and the future with family members’ future aspirations; family members’ dreams and ambitions'' when communicating with others.

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Students can prepare and get ready for listening (to)/watching about the current content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city''.

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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 cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' 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 cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' 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 cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' efficiently and effectively.

Students can bring information together about the current content on ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' 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 cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city''.

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 cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' 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 cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' 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 cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'', 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 cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city''.

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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 cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' 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 cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city''.

Students can analyse and understand the model content related to 'life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' to support the production of spoken language.

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Students can reconstruct the information about ''life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' 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 cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; problems in the neighbourhood and the city'' 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.

Students can prepare and get ready for listening (to)/watching about the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''.

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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 capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' 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 capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' 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 capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' efficiently and effectively.

Students can bring information together about the current content on ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' 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 capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''.

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 capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' 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 capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' 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 capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'', 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 capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''.

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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 capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' 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 capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''.

Students can analyse and understand the model content related to ''Life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' 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 capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world''.

Students can construct meaningful spoken content about ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' through efficient and meaningful practice.

Students can reconstruct the information about ''life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' 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 capitals of countries; landmarks and famous places in capitals and cities; cultural differences in different parts of the world'' 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 resources, animals in nature and their habitats, protecting natural resources and animals''.

Students can bring together the information in the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''.

Students can make sense of and derive meaning from the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''.

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 resources, animals in nature and their habitats, protecting natural resources and animals'' 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 resources, animals in nature and their habitats, protecting natural resources and animals'' 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 resources, animals in nature and their habitats, protecting natural resources and animals'' efficiently and effectively.

Students can bring information together about the current content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' 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 resources, animals in nature and their habitats, protecting natural resources and animals''.

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 resources, animals in nature and their habitats, protecting natural resources and animals'' 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 resources, animals in nature and their habitats, protecting natural resources and animals'' 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 resources, animals in nature and their habitats, protecting natural resources and animals'', 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 resources, animals in nature and their habitats, protecting natural resources and animals''.

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 resources, animals in nature and their habitats, protecting natural resources and animals''.

Students can construct new written content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' 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 resources, animals in nature and their habitats, protecting natural resources and animals''.

Students can engage in the process of writing related to the content on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals''.

Students can reconstruct their writing about the current theme on ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' 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 resources, animals in nature and their habitats, protecting natural resources and animals'' 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 resources, animals in nature and their habitats, protecting natural resources and animals''.

Students can analyse and understand the model content related to ''Life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' 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 resources, animals in nature and their habitats, protecting natural resources and animals''.

Students can construct meaningful spoken content about ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' through efficient and meaningful practice.

Students can reconstruct the information about ''life in nature and global problems with natural resources, animals in nature and their habitats, protecting natural resources and animals'' 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 resources, animals in nature and their habitats, protecting natural resources and animals'' in relation to themselves or others, both individually and/or with others.

Students can prepare and get ready for listening (to)/watching about the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''.

Students can bring together the information in the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''.

Students can make sense of and derive meaning from the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' in relation to themselves or others, both individually and/or with others.

Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' to develop holistic and conscious pronunciation skills after recognising them in context.

Students can prepare for reading the content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' efficiently and effectively.

Students can bring information together about the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''.

Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' in relation to themselves or others, both individually and/or with others.

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

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

Students can prepare for writing efficiently and accurately based on the current content about ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''.

Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''.

Students can construct new written content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' based on their understanding of the model(s) provided.

Students can practise producing written content based on the current theme ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''.

Students can engage in the process of writing related to the content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''.

Students can reconstruct their writing about the current theme on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' to communicate effectively about it.

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

Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''.

Students can analyse and understand the model content related to ''Life in the universe and future with astronaut life on space stations; space explorations; life in the future'' to support the production of spoken language.

Students can produce meaningful and accurate spoken content related to the current theme on ''life in the universe and future with astronaut life on space stations; space explorations; life in the future''.

Students can construct meaningful spoken content about ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' through efficient and meaningful practice.

Students can reconstruct the information about ''life in the universe and future with astronaut life on space stations; space explorations; life in the future'' when communicating with others.

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

Students can prepare and get ready for listening (to)/watching about the current content on ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety''.

Students can bring together the information in the current content on ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety''.

Students can make sense of and derive meaning from the current content on ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety''.

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 different types of schools in the world, extracurricular activities at school, dealing with school anxiety'' 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 different types of schools in the world, extracurricular activities at school, dealing with school anxiety'' 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 different types of schools in the world, extracurricular activities at school, dealing with school anxiety'' efficiently and effectively.

Students can bring information together about the current content on ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety'' through skimming, scanning and detailed reading.

Students can make sense of and derive meaning from the current content on ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety''.

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 different types of schools in the world, extracurricular activities at school, dealing with school anxiety'' 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 different types of schools in the world, extracurricular activities at school, dealing with school anxiety'' 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 different types of schools in the world, extracurricular activities at school, dealing with school anxiety'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousnessraising and discovery.

Students can prepare for writing efficiently and accurately based on the current content about ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety''.

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 different types of schools in the world, extracurricular activities at school, dealing with school anxiety''.

Students can construct new written content on ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety'' 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 different types of schools in the world, extracurricular activities at school, dealing with school anxiety''.

Students can engage in the process of writing related to the content on ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety''.

Students can reconstruct their writing about the current theme on ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety'' 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 different types of schools in the world, extracurricular activities at school, dealing with school anxiety'' 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 different types of schools in the world, extracurricular activities at school, dealing with school anxiety''.

Students can analyse and understand the model content related to ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety'' 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 different types of schools in the world, extracurricular activities at school, dealing with school anxiety''.

Students can construct meaningful spoken content about ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety'' through efficient and meaningful practice.

Students can reconstruct the information about ''school life and education with different types of schools in the world, extracurricular activities at school, dealing with school anxiety'' 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 different types of schools in the world, extracurricular activities at school, dealing with school anxiety'' in relation to themselves or others, both individually and/or with others.