Yıllık plan · OrtaokulTYMM · 2026-2027
6. Sınıf İngilizce Yıllık Planı 2026-2027
25 ünite, 44 hafta, 678 öğrenme çıktısı. Türkiye Yüzyılı Maarif Modeli esas alınarak, hafta hafta tarihleriyle.
Sıradaki hafta
School-based Plannıng
- SCHOOL-BASED PLANNING
Tüm haftalar
Üniteye dokunun, haftalar açılsınOrıentatıon
- 1. hafta14–18 Eylül 2026
- ORIENTATION
Revısıon
- 2. hafta21–25 Eylül 2026
- REVISION
- 3. hafta28 Eylül – 2 Ekim 2026
- REVISION
Theme 1: School Lıfe & Educatıon
- 4. hafta5–9 Ekim 2026
- ENG.6.1.L1Students can get ready for the listening/watching-comprehension process for the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” carefully.
- ENG.6.1.L2Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening (to)/watching it.
- ENG.6.1.L3Students can make meaning of/derive meaning from the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through significant details by listening (to)/watching it carefully.
- ENG.6.1.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.P1Students can select and use the target phonological elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.1.R1Students can get ready for the reading-comprehension process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.R2Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.1.R3Students can make meaning of / derive meaning from the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by reading it carefully.
- ENG.6.1.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.
- ENG.6.1.V1Students can select and use the target vocabulary of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.1.G1Students can select and use the target grammatical elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.1.W1Students can get ready for the writing-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.W2Students can understand the model/example for the writing task about the current conten on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.W3Students can organise a content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided.
- ENG.6.1.W4Students can individually construct/form content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people.
- ENG.6.1.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.
- ENG.6.1.S1Students can get ready for speaking-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.S2Students can use the model/example for producing verbal content about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.S3Students can organise a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically.
- ENG.6.1.S4Students can construct a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. national days andd celebratior people.
- ENG.6.1.S5Students can reorganise (reconstruct) and use information about the “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people. a) Students use the information presented in the current
- ENG.6.1.S6Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.
Theme 1: School Lıfe & Educatıon
- 5. hafta12–16 Ekim 2026
- ENG.6.1.L1Students can get ready for the listening/watching-comprehension process for the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” carefully.
- ENG.6.1.L2Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening (to)/watching it.
- ENG.6.1.L3Students can make meaning of/derive meaning from the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through significant details by listening (to)/watching it carefully.
- ENG.6.1.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.P1Students can select and use the target phonological elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.1.R1Students can get ready for the reading-comprehension process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.R2Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.1.R3Students can make meaning of / derive meaning from the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by reading it carefully.
- ENG.6.1.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.
- ENG.6.1.V1Students can select and use the target vocabulary of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.1.G1Students can select and use the target grammatical elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.1.W1Students can get ready for the writing-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.W2Students can understand the model/example for the writing task about the current conten on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.W3Students can organise a content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided.
- ENG.6.1.W4Students can individually construct/form content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people.
- ENG.6.1.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.
- ENG.6.1.S1Students can get ready for speaking-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.S2Students can use the model/example for producing verbal content about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.S3Students can organise a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically.
- ENG.6.1.S4Students can construct a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. national days andd celebratior people.
- ENG.6.1.S5Students can reorganise (reconstruct) and use information about the “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people. a) Students use the information presented in the current
- ENG.6.1.S6Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.
Theme 1: School Lıfe & Educatıon
- 6. hafta19–23 Ekim 2026
- ENG.6.1.L1Students can get ready for the listening/watching-comprehension process for the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” carefully.
- ENG.6.1.L2Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening (to)/watching it.
- ENG.6.1.L3Students can make meaning of/derive meaning from the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through significant details by listening (to)/watching it carefully.
- ENG.6.1.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.P1Students can select and use the target phonological elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.1.R1Students can get ready for the reading-comprehension process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.R2Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.1.R3Students can make meaning of / derive meaning from the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by reading it carefully.
- ENG.6.1.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.
- ENG.6.1.V1Students can select and use the target vocabulary of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.1.G1Students can select and use the target grammatical elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.1.W1Students can get ready for the writing-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.W2Students can understand the model/example for the writing task about the current conten on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.W3Students can organise a content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided.
- ENG.6.1.W4Students can individually construct/form content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people.
- ENG.6.1.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.
- ENG.6.1.S1Students can get ready for speaking-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.S2Students can use the model/example for producing verbal content about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.S3Students can organise a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically.
- ENG.6.1.S4Students can construct a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. national days andd celebratior people.
- ENG.6.1.S5Students can reorganise (reconstruct) and use information about the “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people. a) Students use the information presented in the current
- ENG.6.1.S6Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 7. hafta26–30 Ekim 2026
- ENG.6.1.L1Students can get ready for the listening/watching-comprehension process for the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” carefully.
- ENG.6.1.L2Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening (to)/watching it.
- ENG.6.1.L3Students can make meaning of/derive meaning from the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through significant details by listening (to)/watching it carefully.
- ENG.6.1.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.P1Students can select and use the target phonological elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.1.R1Students can get ready for the reading-comprehension process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.R2Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.1.R3Students can make meaning of / derive meaning from the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by reading it carefully.
- ENG.6.1.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.
- ENG.6.1.V1Students can select and use the target vocabulary of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.1.G1Students can select and use the target grammatical elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.1.W1Students can get ready for the writing-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.W2Students can understand the model/example for the writing task about the current conten on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.W3Students can organise a content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided.
- ENG.6.1.W4Students can individually construct/form content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people.
- ENG.6.1.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.
- ENG.6.1.S1Students can get ready for speaking-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.S2Students can use the model/example for producing verbal content about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
- ENG.6.1.S3Students can organise a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically.
- ENG.6.1.S4Students can construct a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. national days andd celebratior people.
- ENG.6.1.S5Students can reorganise (reconstruct) and use information about the “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people. a) Students use the information presented in the current
- ENG.6.1.S6Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.
Theme 2: Classroom Lıfe & Learnıng
- 8. hafta2–6 Kasım 2026
- ENG.6.2.L1Students can get ready for the listening/watching-comprehension process for the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” carefully.
- ENG.6.2.L2Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” together through significant details and main components while listening/watching it.
- ENG.6.2.L3Students can make meaning of/derive meaning from the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through significant details by listening (to)/watching it carefully.
- ENG.6.2.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.P1Students can select and use the target phonological elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.2.R1Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.R2Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.2.R3Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully.
- ENG.6.2.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others.
- ENG.6.2.V1Students can select and use the target vocabulary of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.2.G1Students can select and use the target grammatical elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.2.W1Students can get ready for the writing-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.W2Students can understand the model/example for the writing task about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.W3Students can organise a content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies” based on the model/example provided.
- ENG.6.2.W4Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people.
- ENG.6.2.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others.
- ENG.6.2.S1Students can get ready for speaking-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.S2Students can use the model/example for producing verbal content about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.S3Students can organise a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically.
- ENG.6.2.S4Students can construct a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically.
- ENG.6.2.S5Students can reorganise (reconstruct) and use information about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people.
- ENG.6.2.S6Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people in relation to themselves or others, both individually and/or with others.
School-based Plannıng
- 9. hafta9–13 Kasım 2026
- SCHOOL-BASED PLANNING
FIRST MIDTERM BREAK (16-20 November)
- 16. hafta16–20 Kasım 2026
- FIRST MIDTERM BREAK (16-20 November)
Theme 2: Classroom Lıfe & Learnıng
- 10. hafta23–27 Kasım 2026
- ENG.6.2.L1Students can get ready for the listening/watching-comprehension process for the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” carefully.
- ENG.6.2.L2Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” together through significant details and main components while listening/watching it.
- ENG.6.2.L3Students can make meaning of/derive meaning from the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through significant details by listening (to)/watching it carefully.
- ENG.6.2.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.P1Students can select and use the target phonological elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.2.R1Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.R2Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.2.R3Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully.
- ENG.6.2.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others.
- ENG.6.2.V1Students can select and use the target vocabulary of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.2.G1Students can select and use the target grammatical elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.2.W1Students can get ready for the writing-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.W2Students can understand the model/example for the writing task about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.W3Students can organise a content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies” based on the model/example provided.
- ENG.6.2.W4Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people.
- ENG.6.2.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others.
- ENG.6.2.S1Students can get ready for speaking-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.S2Students can use the model/example for producing verbal content about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.S3Students can organise a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically.
- ENG.6.2.S4Students can construct a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically.
- ENG.6.2.S5Students can reorganise (reconstruct) and use information about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people.
- ENG.6.2.S6Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 11. hafta30 Kasım – 4 Aralık 2026
- ENG.6.2.L1Students can get ready for the listening/watching-comprehension process for the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” carefully.
- ENG.6.2.L2Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” together through significant details and main components while listening/watching it.
- ENG.6.2.L3Students can make meaning of/derive meaning from the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through significant details by listening (to)/watching it carefully.
- ENG.6.2.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.P1Students can select and use the target phonological elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.2.R1Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.R2Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.2.R3Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully.
- ENG.6.2.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others.
- ENG.6.2.V1Students can select and use the target vocabulary of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.2.G1Students can select and use the target grammatical elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.2.W1Students can get ready for the writing-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.W2Students can understand the model/example for the writing task about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.W3Students can organise a content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies” based on the model/example provided.
- ENG.6.2.W4Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people.
- ENG.6.2.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others.
- ENG.6.2.S1Students can get ready for speaking-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.S2Students can use the model/example for producing verbal content about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.S3Students can organise a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically.
- ENG.6.2.S4Students can construct a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically.
- ENG.6.2.S5Students can reorganise (reconstruct) and use information about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people.
- ENG.6.2.S6Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 12. hafta7–11 Aralık 2026
- ENG.6.2.L1Students can get ready for the listening/watching-comprehension process for the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” carefully.
- ENG.6.2.L2Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” together through significant details and main components while listening/watching it.
- ENG.6.2.L3Students can make meaning of/derive meaning from the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through significant details by listening (to)/watching it carefully.
- ENG.6.2.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.P1Students can select and use the target phonological elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.2.R1Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.R2Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.2.R3Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully.
- ENG.6.2.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others.
- ENG.6.2.V1Students can select and use the target vocabulary of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.2.G1Students can select and use the target grammatical elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.2.W1Students can get ready for the writing-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.W2Students can understand the model/example for the writing task about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.W3Students can organise a content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies” based on the model/example provided.
- ENG.6.2.W4Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people.
- ENG.6.2.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others.
- ENG.6.2.S1Students can get ready for speaking-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.S2Students can use the model/example for producing verbal content about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
- ENG.6.2.S3Students can organise a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically.
- ENG.6.2.S4Students can construct a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically.
- ENG.6.2.S5Students can reorganise (reconstruct) and use information about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people.
- ENG.6.2.S6Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people in relation to themselves or others, both individually and/or with others.
Theme 3: Personal Lıfe & Well- Beıng
- 13. hafta14–18 Aralık 2026
- ENG.6.3.L1Students can get ready for the listening/watching-comprehension process for the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” carefully.
- ENG.6.3.L2Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” together through significant details and main components while listening (to)/ watching it.
- ENG.6.3.L3Students can make meaning of/derive meaning from the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through significant details by listening (to)/watching it carefully.
- ENG.6.3.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.P1Students can select and use the target phonological elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.3.R1Students can get ready for the reading-comprehension process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.R2Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.3.R3Students can make meaning of / derive meaning from the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by reading it carefully.
- ENG.6.3.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others.
- ENG.6.3.V1Students can select and use the target vocabulary of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.3.G1Students can select and use the target grammatical elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.3.W1Students can get ready for the writing-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.W2Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.W3Students can organise a content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” based on the model/example provided.
- ENG.6.3.W4Students can individually construct/form content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people.
- ENG.6.3.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others.
- ENG.6.3.S1Students can get ready for speaking-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.S2Students can use the model/example for producing verbal content about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.S3Students can organise a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically.
- ENG.6.3.S4Students can construct a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically.
- ENG.6.3.S5Students can reorganise (reconstruct) and use information about the “personal life and wellbeing with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people.
- ENG.6.3.S6Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 14. hafta21–25 Aralık 2026
- ENG.6.3.L1Students can get ready for the listening/watching-comprehension process for the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” carefully.
- ENG.6.3.L2Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” together through significant details and main components while listening (to)/ watching it.
- ENG.6.3.L3Students can make meaning of/derive meaning from the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through significant details by listening (to)/watching it carefully.
- ENG.6.3.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.P1Students can select and use the target phonological elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.3.R1Students can get ready for the reading-comprehension process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.R2Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.3.R3Students can make meaning of / derive meaning from the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by reading it carefully.
- ENG.6.3.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others.
- ENG.6.3.V1Students can select and use the target vocabulary of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.3.G1Students can select and use the target grammatical elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.3.W1Students can get ready for the writing-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.W2Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.W3Students can organise a content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” based on the model/example provided.
- ENG.6.3.W4Students can individually construct/form content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people.
- ENG.6.3.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others.
- ENG.6.3.S1Students can get ready for speaking-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.S2Students can use the model/example for producing verbal content about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.S3Students can organise a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically.
- ENG.6.3.S4Students can construct a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically.
- ENG.6.3.S5Students can reorganise (reconstruct) and use information about the “personal life and wellbeing with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people.
- ENG.6.3.S6Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 15. hafta28 Aralık 2026 – 1 Ocak 2027
- ENG.6.3.L1Students can get ready for the listening/watching-comprehension process for the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” carefully.
- ENG.6.3.L2Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” together through significant details and main components while listening (to)/ watching it.
- ENG.6.3.L3Students can make meaning of/derive meaning from the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through significant details by listening (to)/watching it carefully.
- ENG.6.3.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.P1Students can select and use the target phonological elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.3.R1Students can get ready for the reading-comprehension process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.R2Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.3.R3Students can make meaning of / derive meaning from the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by reading it carefully.
- ENG.6.3.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others.
- ENG.6.3.V1Students can select and use the target vocabulary of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.3.G1Students can select and use the target grammatical elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.3.W1Students can get ready for the writing-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.W2Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.W3Students can organise a content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” based on the model/example provided.
- ENG.6.3.W4Students can individually construct/form content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people.
- ENG.6.3.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others.
- ENG.6.3.S1Students can get ready for speaking-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.S2Students can use the model/example for producing verbal content about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.S3Students can organise a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically.
- ENG.6.3.S4Students can construct a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically.
- ENG.6.3.S5Students can reorganise (reconstruct) and use information about the “personal life and wellbeing with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people.
- ENG.6.3.S6Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 16. hafta4–8 Ocak 2027
- ENG.6.3.L1Students can get ready for the listening/watching-comprehension process for the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” carefully.
- ENG.6.3.L2Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” together through significant details and main components while listening (to)/ watching it.
- ENG.6.3.L3Students can make meaning of/derive meaning from the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through significant details by listening (to)/watching it carefully.
- ENG.6.3.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.P1Students can select and use the target phonological elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.3.R1Students can get ready for the reading-comprehension process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.R2Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.3.R3Students can make meaning of / derive meaning from the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by reading it carefully.
- ENG.6.3.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others.
- ENG.6.3.V1Students can select and use the target vocabulary of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.3.G1Students can select and use the target grammatical elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.3.W1Students can get ready for the writing-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.W2Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.W3Students can organise a content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” based on the model/example provided.
- ENG.6.3.W4Students can individually construct/form content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people.
- ENG.6.3.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others.
- ENG.6.3.S1Students can get ready for speaking-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.S2Students can use the model/example for producing verbal content about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”.
- ENG.6.3.S3Students can organise a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically.
- ENG.6.3.S4Students can construct a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically.
- ENG.6.3.S5Students can reorganise (reconstruct) and use information about the “personal life and wellbeing with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people.
- ENG.6.3.S6Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people in relation to themselves or others, both individually and/or with others.
Theme 4: Famıly Lıfe & Home
- 17. hafta11–15 Ocak 2027
- ENG.6.4.L1Students can get ready for the listening/watching-comprehension process for the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” carefully.
- ENG.6.4.L2Students can bring information about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” together through significant details and main components while listening (to)/watching it.
- ENG.6.4.L3Students can make meaning of/derive meaning from the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” through significant details by listening (to)/watching it carefully.
- ENG.6.4.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.
- ENG.6.4.P1Students can select and use the target phonological elements of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.4.R1Students can get ready for the reading-comprehension process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.
- ENG.6.4.R2Students can bring information about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.4.R3Students can make meaning of / derive meaning from the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” by reading it carefully.
- ENG.6.4.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” in relation to themselves or others, both individually and/or with others.
- ENG.6.4.V1Students can select and use the target vocabulary of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.4.G1Students can select and use the target grammatical elements of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.4.W1Students can get ready for the writing-expression process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.
- ENG.6.4.W2Students can understand the model/example for the writing task about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.
- ENG.6.4.W3Students can organise a content for the assigned writing task on the current content “family life and home with relationships, problems, and solutions in the family; different families and family houses” based on the model/example provided.
- ENG.6.4.W4Students can individually construct/form content for the assigned writing task on the current content “family life and home with relationships, problems, and solutions in the family; different families and family houses”.
- ENG.6.4.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people.
- ENG.6.4.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” in relation to themselves or others, both individually and/or with others.
- ENG.6.4.S1Students can get ready for speaking-expression process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.
- ENG.6.4.S2Students can use the model/example for producing verbal content about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.
- ENG.6.4.S3Students can organise a new verbal content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” by speaking accurately, efficiently, and authentically.
- ENG.6.4.S4Students can construct a new verbal content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” by speaking accurately, efficiently, and authentically.
- ENG.6.4.S5Students can reorganise (reconstruct) and use information about the “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people.
- ENG.6.4.S6Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 18. hafta18–22 Ocak 2027
- ENG.6.4.L1Students can get ready for the listening/watching-comprehension process for the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” carefully.
- ENG.6.4.L2Students can bring information about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” together through significant details and main components while listening (to)/watching it.
- ENG.6.4.L3Students can make meaning of/derive meaning from the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” through significant details by listening (to)/watching it carefully.
- ENG.6.4.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.
- ENG.6.4.P1Students can select and use the target phonological elements of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.4.R1Students can get ready for the reading-comprehension process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.
- ENG.6.4.R2Students can bring information about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.4.R3Students can make meaning of / derive meaning from the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” by reading it carefully.
- ENG.6.4.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” in relation to themselves or others, both individually and/or with others.
- ENG.6.4.V1Students can select and use the target vocabulary of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.4.G1Students can select and use the target grammatical elements of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.4.W1Students can get ready for the writing-expression process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.
- ENG.6.4.W2Students can understand the model/example for the writing task about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.
- ENG.6.4.W3Students can organise a content for the assigned writing task on the current content “family life and home with relationships, problems, and solutions in the family; different families and family houses” based on the model/example provided.
- ENG.6.4.W4Students can individually construct/form content for the assigned writing task on the current content “family life and home with relationships, problems, and solutions in the family; different families and family houses”.
- ENG.6.4.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people.
- ENG.6.4.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” in relation to themselves or others, both individually and/or with others.
- ENG.6.4.S1Students can get ready for speaking-expression process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.
- ENG.6.4.S2Students can use the model/example for producing verbal content about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.
- ENG.6.4.S3Students can organise a new verbal content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” by speaking accurately, efficiently, and authentically.
- ENG.6.4.S4Students can construct a new verbal content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” by speaking accurately, efficiently, and authentically.
- ENG.6.4.S5Students can reorganise (reconstruct) and use information about the “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people.
- ENG.6.4.S6Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people in relation to themselves or others, both individually and/or with others.
Semester Holıday (25 January - 5 February)
- 25. hafta25 Ocak – 5 Şubat 2027
- SEMESTER HOLIDAY (25 JANUARY - 5 FEBRUARY)
Theme 4: Famıly Lıfe & Home
- 19. hafta8–12 Şubat 2027
- ENG.6.4.L1Students can get ready for the listening/watching-comprehension process for the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” carefully.
- ENG.6.4.L2Students can bring information about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” together through significant details and main components while listening (to)/watching it.
- ENG.6.4.L3Students can make meaning of/derive meaning from the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” through significant details by listening (to)/watching it carefully.
- ENG.6.4.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.
- ENG.6.4.P1Students can select and use the target phonological elements of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.4.R1Students can get ready for the reading-comprehension process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.
- ENG.6.4.R2Students can bring information about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.4.R3Students can make meaning of / derive meaning from the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” by reading it carefully.
- ENG.6.4.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” in relation to themselves or others, both individually and/or with others.
- ENG.6.4.V1Students can select and use the target vocabulary of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.4.G1Students can select and use the target grammatical elements of the current content about “family life and home with relationships, problems, and solutions in the family; different families and family houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.4.W1Students can get ready for the writing-expression process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.
- ENG.6.4.W2Students can understand the model/example for the writing task about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.
- ENG.6.4.W3Students can organise a content for the assigned writing task on the current content “family life and home with relationships, problems, and solutions in the family; different families and family houses” based on the model/example provided.
- ENG.6.4.W4Students can individually construct/form content for the assigned writing task on the current content “family life and home with relationships, problems, and solutions in the family; different families and family houses”.
- ENG.6.4.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people.
- ENG.6.4.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” in relation to themselves or others, both individually and/or with others.
- ENG.6.4.S1Students can get ready for speaking-expression process about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.
- ENG.6.4.S2Students can use the model/example for producing verbal content about the current content on “family life and home with relationships, problems, and solutions in the family; different families and family houses”.
- ENG.6.4.S3Students can organise a new verbal content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” by speaking accurately, efficiently, and authentically.
- ENG.6.4.S4Students can construct a new verbal content on “family life and home with relationships, problems, and solutions in the family; different families and family houses” by speaking accurately, efficiently, and authentically.
- ENG.6.4.S5Students can reorganise (reconstruct) and use information about the “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people.
- ENG.6.4.S6Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life and home with relationships, problems, and solutions in the family; different families and family houses” to communicate with other people in relation to themselves or others, both individually and/or with others.
Theme 5: Lıfe In The Neıghbourhood, Cıty & Socıal Lıfe
- 20. hafta15–19 Şubat 2027
- ENG.6.5.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” carefully.
- ENG.6.5.L2Students can bring information about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” together through significant details and main components while listening (to)/ watching it.
- ENG.6.5.L3Students can make meaning of/derive meaning from the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” through significant details by listening (to)/watching it carefully.
- ENG.6.5.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.P1Students can select and use the target phonological elements of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.5.R1Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.R2Students can bring information about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.5.R3Students can make meaning of / derive meaning from the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by reading it carefully.
- ENG.6.5.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” in relation to themselves or others, both individually and/or with others.
- ENG.6.5.V1Students can select and use the target vocabulary of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.5.G1Students can select and use the target grammatical elements of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.5.W1Students can get ready for the writing-expression process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.W2Students can understand the model/example for the writing task about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.W3Students can organise a content for the assigned writing task on the current content “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” based on the model/example provided.
- ENG.6.5.W4Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people.
- ENG.6.5.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” in relation to themselves or others, both individually and/or with others.
- ENG.6.5.S1Students can get ready for speaking-expression process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.S2Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.S3Students can organise a new verbal content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by speaking accurately, efficiently, and authentically.
- ENG.6.5.S4Students can construct a new verbal content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by speaking accurately, efficiently, and authentically.
- ENG.6.5.S5Students can reorganise (reconstruct) and use information about the “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people.
- ENG.6.5.S6Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 21. hafta22–26 Şubat 2027
- ENG.6.5.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” carefully.
- ENG.6.5.L2Students can bring information about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” together through significant details and main components while listening (to)/ watching it.
- ENG.6.5.L3Students can make meaning of/derive meaning from the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” through significant details by listening (to)/watching it carefully.
- ENG.6.5.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.P1Students can select and use the target phonological elements of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.5.R1Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.R2Students can bring information about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.5.R3Students can make meaning of / derive meaning from the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by reading it carefully.
- ENG.6.5.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” in relation to themselves or others, both individually and/or with others.
- ENG.6.5.V1Students can select and use the target vocabulary of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.5.G1Students can select and use the target grammatical elements of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.5.W1Students can get ready for the writing-expression process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.W2Students can understand the model/example for the writing task about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.W3Students can organise a content for the assigned writing task on the current content “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” based on the model/example provided.
- ENG.6.5.W4Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people.
- ENG.6.5.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” in relation to themselves or others, both individually and/or with others.
- ENG.6.5.S1Students can get ready for speaking-expression process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.S2Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.S3Students can organise a new verbal content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by speaking accurately, efficiently, and authentically.
- ENG.6.5.S4Students can construct a new verbal content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by speaking accurately, efficiently, and authentically.
- ENG.6.5.S5Students can reorganise (reconstruct) and use information about the “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people.
- ENG.6.5.S6Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 22. hafta1–5 Mart 2027
- ENG.6.5.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” carefully.
- ENG.6.5.L2Students can bring information about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” together through significant details and main components while listening (to)/ watching it.
- ENG.6.5.L3Students can make meaning of/derive meaning from the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” through significant details by listening (to)/watching it carefully.
- ENG.6.5.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.P1Students can select and use the target phonological elements of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.5.R1Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.R2Students can bring information about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.5.R3Students can make meaning of / derive meaning from the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by reading it carefully.
- ENG.6.5.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” in relation to themselves or others, both individually and/or with others.
- ENG.6.5.V1Students can select and use the target vocabulary of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.5.G1Students can select and use the target grammatical elements of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.5.W1Students can get ready for the writing-expression process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.W2Students can understand the model/example for the writing task about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.W3Students can organise a content for the assigned writing task on the current content “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” based on the model/example provided.
- ENG.6.5.W4Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people.
- ENG.6.5.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” in relation to themselves or others, both individually and/or with others.
- ENG.6.5.S1Students can get ready for speaking-expression process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.S2Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.S3Students can organise a new verbal content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by speaking accurately, efficiently, and authentically.
- ENG.6.5.S4Students can construct a new verbal content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by speaking accurately, efficiently, and authentically.
- ENG.6.5.S5Students can reorganise (reconstruct) and use information about the “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people.
- ENG.6.5.S6Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people in relation to themselves or others, both individually and/or with others.
Second Mıdterm Break (8 - 12 March)
- 8. hafta8–12 Mart 2027
- SECOND MIDTERM BREAK (8 - 12 MARCH)
- 8. hafta8–12 Mart 2027
- SECOND MIDTERM BREAK (8 - 12 MARCH)
Eıd Al-fıtr (9-11 March)
- 9. hafta9–11 Mart 2027
- EID AL-FITR (9-11 MARCH)
- 9. hafta9–11 Mart 2027
- EID AL-FITR (9-11 MARCH)
Theme 5: Lıfe In The Neıghbourhood, Cıty & Socıal Lıfe
- 23. hafta15–19 Mart 2027
- ENG.6.5.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” carefully.
- ENG.6.5.L2Students can bring information about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” together through significant details and main components while listening (to)/ watching it.
- ENG.6.5.L3Students can make meaning of/derive meaning from the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” through significant details by listening (to)/watching it carefully.
- ENG.6.5.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.P1Students can select and use the target phonological elements of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.5.R1Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.R2Students can bring information about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.5.R3Students can make meaning of / derive meaning from the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by reading it carefully.
- ENG.6.5.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” in relation to themselves or others, both individually and/or with others.
- ENG.6.5.V1Students can select and use the target vocabulary of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.5.G1Students can select and use the target grammatical elements of the current content about “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.5.W1Students can get ready for the writing-expression process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.W2Students can understand the model/example for the writing task about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.W3Students can organise a content for the assigned writing task on the current content “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” based on the model/example provided.
- ENG.6.5.W4Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people.
- ENG.6.5.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” in relation to themselves or others, both individually and/or with others.
- ENG.6.5.S1Students can get ready for speaking-expression process about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.S2Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas”.
- ENG.6.5.S3Students can organise a new verbal content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by speaking accurately, efficiently, and authentically.
- ENG.6.5.S4Students can construct a new verbal content on “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” by speaking accurately, efficiently, and authentically.
- ENG.6.5.S5Students can reorganise (reconstruct) and use information about the “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people.
- ENG.6.5.S6Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood, city and social life with different lifestyles in the city and rural areas; sports events in the city and rural areas” to communicate with other people in relation to themselves or others, both individually and/or with others.
Theme 6: Lıfe In The World & Culture
- 24. hafta22–26 Mart 2027
- ENG.6.6.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” carefully.
- ENG.6.6.L2Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” together through significant details and main components while listening (to)/watching it.
- ENG.6.6.L3Students can make meaning of/derive meaning from the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through significant details by listening (to)/watching it carefully.
- ENG.6.6.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.P1Students can select and use the target phonological elements of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.6.R1Students can get ready for the reading-comprehension process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.R2Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.6.R2Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.6.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” in relation to themselves or others, both individually and/or with others.
- ENG.6.6.V1Students can select and use the target vocabulary of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.6.G1Students can select and use the target grammatical elements of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.6.W1Students can get ready for the writing-expression process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.W2Students can understand the model/example for the writing task about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.W3Students can organise a content for the assigned writing task on the current content “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” based on the model/example provided.
- ENG.6.6.W4Students can individually construct/form content for the assigned writing task on the current content “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people.
- ENG.6.6.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” in relation to themselves or others, both individually and/or with others.
- ENG.6.6.S1Students can get ready for speaking-expression process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.S2Students can use the model/example for producing verbal content about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.S3Students can organise a new verbal content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by speaking accurately, efficiently, and authentically.
- ENG.6.6.S4Students can construct a new verbal content on “life in the world and culture with personal habits and routines for food; different local and international food types and ENG.6.6.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people in relation to themselves or others, both individually and/or with others. cooking styles” by speaking accurately, efficiently, and authentically.
- ENG.6.6.S5Students can reorganise (reconstruct) and use information about the “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people.
- 25. hafta29 Mart – 2 Nisan 2027
- ENG.6.6.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” carefully.
- ENG.6.6.L2Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” together through significant details and main components while listening (to)/watching it.
- ENG.6.6.L3Students can make meaning of/derive meaning from the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through significant details by listening (to)/watching it carefully.
- ENG.6.6.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.P1Students can select and use the target phonological elements of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.6.R1Students can get ready for the reading-comprehension process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.R2Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.6.R2Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.6.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” in relation to themselves or others, both individually and/or with others.
- ENG.6.6.V1Students can select and use the target vocabulary of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.6.G1Students can select and use the target grammatical elements of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.6.W1Students can get ready for the writing-expression process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.W2Students can understand the model/example for the writing task about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.W3Students can organise a content for the assigned writing task on the current content “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” based on the model/example provided.
- ENG.6.6.W4Students can individually construct/form content for the assigned writing task on the current content “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people.
- ENG.6.6.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” in relation to themselves or others, both individually and/or with others.
- ENG.6.6.S1Students can get ready for speaking-expression process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.S2Students can use the model/example for producing verbal content about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.S3Students can organise a new verbal content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by speaking accurately, efficiently, and authentically.
- ENG.6.6.S4Students can construct a new verbal content on “life in the world and culture with personal habits and routines for food; different local and international food types and ENG.6.6.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people in relation to themselves or others, both individually and/or with others. cooking styles” by speaking accurately, efficiently, and authentically.
- ENG.6.6.S5Students can reorganise (reconstruct) and use information about the “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people.
- 26. hafta5–9 Nisan 2027
- ENG.6.6.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” carefully.
- ENG.6.6.L2Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” together through significant details and main components while listening (to)/watching it.
- ENG.6.6.L3Students can make meaning of/derive meaning from the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through significant details by listening (to)/watching it carefully.
- ENG.6.6.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.P1Students can select and use the target phonological elements of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.6.R1Students can get ready for the reading-comprehension process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.R2Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.6.R2Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.6.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” in relation to themselves or others, both individually and/or with others.
- ENG.6.6.V1Students can select and use the target vocabulary of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.6.G1Students can select and use the target grammatical elements of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.6.W1Students can get ready for the writing-expression process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.W2Students can understand the model/example for the writing task about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.W3Students can organise a content for the assigned writing task on the current content “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” based on the model/example provided.
- ENG.6.6.W4Students can individually construct/form content for the assigned writing task on the current content “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people.
- ENG.6.6.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” in relation to themselves or others, both individually and/or with others.
- ENG.6.6.S1Students can get ready for speaking-expression process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.S2Students can use the model/example for producing verbal content about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.S3Students can organise a new verbal content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by speaking accurately, efficiently, and authentically.
- ENG.6.6.S4Students can construct a new verbal content on “life in the world and culture with personal habits and routines for food; different local and international food types and ENG.6.6.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people in relation to themselves or others, both individually and/or with others. cooking styles” by speaking accurately, efficiently, and authentically.
- ENG.6.6.S5Students can reorganise (reconstruct) and use information about the “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people.
School-based Plannıng
- 27. hafta12–16 Nisan 2027
- SCHOOL-BASED PLANNING
Theme 6: Lıfe In The World & Culture
- 28. hafta19–23 Nisan 2027
- ENG.6.6.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” carefully.
- ENG.6.6.L2Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” together through significant details and main components while listening (to)/watching it.
- ENG.6.6.L3Students can make meaning of/derive meaning from the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through significant details by listening (to)/watching it carefully.
- ENG.6.6.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.P1Students can select and use the target phonological elements of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.6.R1Students can get ready for the reading-comprehension process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.R2Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.6.R2Students can bring information about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.6.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” in relation to themselves or others, both individually and/or with others.
- ENG.6.6.V1Students can select and use the target vocabulary of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.6.G1Students can select and use the target grammatical elements of the current content about “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.6.W1Students can get ready for the writing-expression process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.W2Students can understand the model/example for the writing task about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.W3Students can organise a content for the assigned writing task on the current content “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” based on the model/example provided.
- ENG.6.6.W4Students can individually construct/form content for the assigned writing task on the current content “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people.
- ENG.6.6.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” in relation to themselves or others, both individually and/or with others.
- ENG.6.6.S1Students can get ready for speaking-expression process about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.S2Students can use the model/example for producing verbal content about the current content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles”.
- ENG.6.6.S3Students can organise a new verbal content on “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” by speaking accurately, efficiently, and authentically.
- ENG.6.6.S4Students can construct a new verbal content on “life in the world and culture with personal habits and routines for food; different local and international food types and ENG.6.6.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people in relation to themselves or others, both individually and/or with others. cooking styles” by speaking accurately, efficiently, and authentically.
- ENG.6.6.S5Students can reorganise (reconstruct) and use information about the “life in the world and culture with personal habits and routines for food; different local and international food types and cooking styles” to communicate with other people.
Theme 7: Lıfe In Nature & Global Problems
- 29. hafta26–30 Nisan 2027
- ENG.6.7.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” carefully.
- ENG.6.7.L2Students can bring information about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” together through significant details and main components while listening (to)/watching it.
- ENG.6.7.L3Students can make meaning of/derive meaning from the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” through significant details by listening (to)/watching it carefully.
- ENG.6.7.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.
- ENG.6.7.P1Students can select and use the target phonological elements of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.7.R1Students can get ready for the reading-comprehension process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.
- ENG.6.7.R2Students can bring information about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.7.R3Students can make meaning of / derive meaning from the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by reading it carefully.
- ENG.6.7.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others.
- ENG.6.7.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others.
- ENG.6.7.V1Students can select and use the target vocabulary of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.7.G1Students can select and use the target grammatical elements of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, spontaneously, and naturally and use it oriappffeectively when communicating with others.ENG.6.7.W1. Students can get ready for the writing-expression process about the current content on “lifeENG.6.7.W2. Students can understand the model/example for the writing task about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.W3. Students can organise a content for the assigned writing task on the current content “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” based on the model/example provided. ENG.6.7.W4. Students can individually construct/form content for the assigned writing task on the current content “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people. ENG.6.7.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others. ENG.6.7.S1. Students can get ready for speaking-expression process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.S2. Students can use the model/example for producing verbal content about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.S3. Students can organise a new verbal content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by speaking accurately, efficiently, and authentically. ENG.6.7.S4. Students can construct a new verbal content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by speaking accurately, efficiently, and authentically. ENG.6.7.S5. Students can reorganise (reconstruct) and use information about the “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people. ENG.6.7.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people in relation to themselves or others, both individually and/or with others. in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.W2. Students can understand the model/example for the writing task about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.
- 30. hafta3–7 Mayıs 2027
- ENG.6.7.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” carefully.
- ENG.6.7.L2Students can bring information about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” together through significant details and main components while listening (to)/watching it.
- ENG.6.7.L3Students can make meaning of/derive meaning from the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” through significant details by listening (to)/watching it carefully.
- ENG.6.7.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.
- ENG.6.7.P1Students can select and use the target phonological elements of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.7.R1Students can get ready for the reading-comprehension process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.
- ENG.6.7.R2Students can bring information about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.7.R3Students can make meaning of / derive meaning from the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by reading it carefully.
- ENG.6.7.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others.
- ENG.6.7.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others.
- ENG.6.7.V1Students can select and use the target vocabulary of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.7.G1Students can select and use the target grammatical elements of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, spontaneously, and naturally and use it oriappffeectively when communicating with others.ENG.6.7.W1. Students can get ready for the writing-expression process about the current content on “lifeENG.6.7.W2. Students can understand the model/example for the writing task about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.W3. Students can organise a content for the assigned writing task on the current content “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” based on the model/example provided. ENG.6.7.W4. Students can individually construct/form content for the assigned writing task on the current content “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people. ENG.6.7.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others. ENG.6.7.S1. Students can get ready for speaking-expression process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.S2. Students can use the model/example for producing verbal content about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.S3. Students can organise a new verbal content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by speaking accurately, efficiently, and authentically. ENG.6.7.S4. Students can construct a new verbal content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by speaking accurately, efficiently, and authentically. ENG.6.7.S5. Students can reorganise (reconstruct) and use information about the “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people. ENG.6.7.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people in relation to themselves or others, both individually and/or with others. in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.W2. Students can understand the model/example for the writing task about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.
- 31. hafta10–14 Mayıs 2027
- ENG.6.7.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” carefully.
- ENG.6.7.L2Students can bring information about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” together through significant details and main components while listening (to)/watching it.
- ENG.6.7.L3Students can make meaning of/derive meaning from the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” through significant details by listening (to)/watching it carefully.
- ENG.6.7.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.
- ENG.6.7.P1Students can select and use the target phonological elements of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.7.R1Students can get ready for the reading-comprehension process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.
- ENG.6.7.R2Students can bring information about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.7.R3Students can make meaning of / derive meaning from the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by reading it carefully.
- ENG.6.7.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others.
- ENG.6.7.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others.
- ENG.6.7.V1Students can select and use the target vocabulary of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.7.G1Students can select and use the target grammatical elements of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, spontaneously, and naturally and use it oriappffeectively when communicating with others.ENG.6.7.W1. Students can get ready for the writing-expression process about the current content on “lifeENG.6.7.W2. Students can understand the model/example for the writing task about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.W3. Students can organise a content for the assigned writing task on the current content “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” based on the model/example provided. ENG.6.7.W4. Students can individually construct/form content for the assigned writing task on the current content “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people. ENG.6.7.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others. ENG.6.7.S1. Students can get ready for speaking-expression process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.S2. Students can use the model/example for producing verbal content about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.S3. Students can organise a new verbal content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by speaking accurately, efficiently, and authentically. ENG.6.7.S4. Students can construct a new verbal content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by speaking accurately, efficiently, and authentically. ENG.6.7.S5. Students can reorganise (reconstruct) and use information about the “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people. ENG.6.7.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people in relation to themselves or others, both individually and/or with others. in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.W2. Students can understand the model/example for the writing task about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.
Eıd Al-adha (16-19 May)
- 16. hafta16–19 Mayıs 2027
- EID AL-ADHA (16-19 MAY)
Theme 7: Lıfe In Nature & Global Problems
- 32. hafta17–21 Mayıs 2027
- ENG.6.7.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” carefully.
- ENG.6.7.L2Students can bring information about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” together through significant details and main components while listening (to)/watching it.
- ENG.6.7.L3Students can make meaning of/derive meaning from the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” through significant details by listening (to)/watching it carefully.
- ENG.6.7.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.
- ENG.6.7.P1Students can select and use the target phonological elements of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.7.R1Students can get ready for the reading-comprehension process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.
- ENG.6.7.R2Students can bring information about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.7.R3Students can make meaning of / derive meaning from the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by reading it carefully.
- ENG.6.7.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others.
- ENG.6.7.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others.
- ENG.6.7.V1Students can select and use the target vocabulary of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.7.G1Students can select and use the target grammatical elements of the current content about “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” accurately, authentically, spontaneously, and naturally and use it oriappffeectively when communicating with others.ENG.6.7.W1. Students can get ready for the writing-expression process about the current content on “lifeENG.6.7.W2. Students can understand the model/example for the writing task about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.W3. Students can organise a content for the assigned writing task on the current content “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” based on the model/example provided. ENG.6.7.W4. Students can individually construct/form content for the assigned writing task on the current content “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people. ENG.6.7.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” in relation to themselves or others, both individually and/or with others. ENG.6.7.S1. Students can get ready for speaking-expression process about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.S2. Students can use the model/example for producing verbal content about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.S3. Students can organise a new verbal content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by speaking accurately, efficiently, and authentically. ENG.6.7.S4. Students can construct a new verbal content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” by speaking accurately, efficiently, and authentically. ENG.6.7.S5. Students can reorganise (reconstruct) and use information about the “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people. ENG.6.7.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans” to communicate with other people in relation to themselves or others, both individually and/or with others. in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”. ENG.6.7.W2. Students can understand the model/example for the writing task about the current content on “life in nature and global problems with natural disasters and their harms on animals and nature; natural disasters and their harms on humans”.
Theme 8: Lıfe In The Unıverse & Future
- 33. hafta24–28 Mayıs 2027
- ENG.6.8.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in the universe and future with life in the universe; life in the future; space and technology” carefully.
- ENG.6.8.L2Students can bring information about the current content on “life in the universe and future with life in the universe; life in the future; space and technology” together through significant details and main components while listening (to)/watching it.
- ENG.6.8.L3Students can make meaning of/derive meaning from the current content on “life in the universe and future with life in the universe; life in the future; space and technology” through significant details by listening (to)/watching it carefully.
- ENG.6.8.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.P1Students can select and use the target phonological elements of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.8.R1Students can get ready for the reading-comprehension process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.R2Students can bring information about the current content on “life in the universe and future with life in the universe; life in the future; space and technology” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.8.R3Students can make meaning of / derive meaning from the current content about “life in the universe and future with life in the universe; life in the future; space and technology” by reading it carefully.
- ENG.6.8.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” in relation to themselves or others, both individually and/or with others.
- ENG.6.8.V1Students can select and use the target vocabulary of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.8.G1Students can select and use the target grammatical elements of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.8.W1Students can get ready for the writing-expression process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.W2Students can understand the model/example for the writing task about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.W3Students can organise a content for the assigned writing task on the current content “life in the universe and future with life in the universe; life in the future; space and technology” based on the model/example provided.
- ENG.6.8.W4Students can individually construct/form content for the assigned writing task on the current content “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people.
- ENG.6.8.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” in relation to themselves or others, both individually and/or with others.
- ENG.6.8.S1Students can get ready for speaking-expression process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.S2Students can use the model/example for producing verbal content about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.S3Students can organise a new verbal content on “life in the universe and future with life in the universe; life in the future; space and technology” by speaking accurately, efficiently, and authentically.
- ENG.6.8.S4Students can construct a new verbal content on “life in the universe and future with life in the universe; life in the future; space and technology” by speaking accurately, efficiently, and authentically.
- ENG.6.8.S5Students can reorganise (reconstruct) and use information about the “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people.
- ENG.6.8.S6Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 34. hafta31 Mayıs – 4 Haziran 2027
- ENG.6.8.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in the universe and future with life in the universe; life in the future; space and technology” carefully.
- ENG.6.8.L2Students can bring information about the current content on “life in the universe and future with life in the universe; life in the future; space and technology” together through significant details and main components while listening (to)/watching it.
- ENG.6.8.L3Students can make meaning of/derive meaning from the current content on “life in the universe and future with life in the universe; life in the future; space and technology” through significant details by listening (to)/watching it carefully.
- ENG.6.8.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.P1Students can select and use the target phonological elements of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.8.R1Students can get ready for the reading-comprehension process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.R2Students can bring information about the current content on “life in the universe and future with life in the universe; life in the future; space and technology” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.8.R3Students can make meaning of / derive meaning from the current content about “life in the universe and future with life in the universe; life in the future; space and technology” by reading it carefully.
- ENG.6.8.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” in relation to themselves or others, both individually and/or with others.
- ENG.6.8.V1Students can select and use the target vocabulary of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.8.G1Students can select and use the target grammatical elements of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.8.W1Students can get ready for the writing-expression process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.W2Students can understand the model/example for the writing task about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.W3Students can organise a content for the assigned writing task on the current content “life in the universe and future with life in the universe; life in the future; space and technology” based on the model/example provided.
- ENG.6.8.W4Students can individually construct/form content for the assigned writing task on the current content “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people.
- ENG.6.8.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” in relation to themselves or others, both individually and/or with others.
- ENG.6.8.S1Students can get ready for speaking-expression process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.S2Students can use the model/example for producing verbal content about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.S3Students can organise a new verbal content on “life in the universe and future with life in the universe; life in the future; space and technology” by speaking accurately, efficiently, and authentically.
- ENG.6.8.S4Students can construct a new verbal content on “life in the universe and future with life in the universe; life in the future; space and technology” by speaking accurately, efficiently, and authentically.
- ENG.6.8.S5Students can reorganise (reconstruct) and use information about the “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people.
- ENG.6.8.S6Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 35. hafta7–11 Haziran 2027
- ENG.6.8.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in the universe and future with life in the universe; life in the future; space and technology” carefully.
- ENG.6.8.L2Students can bring information about the current content on “life in the universe and future with life in the universe; life in the future; space and technology” together through significant details and main components while listening (to)/watching it.
- ENG.6.8.L3Students can make meaning of/derive meaning from the current content on “life in the universe and future with life in the universe; life in the future; space and technology” through significant details by listening (to)/watching it carefully.
- ENG.6.8.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.P1Students can select and use the target phonological elements of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.8.R1Students can get ready for the reading-comprehension process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.R2Students can bring information about the current content on “life in the universe and future with life in the universe; life in the future; space and technology” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.8.R3Students can make meaning of / derive meaning from the current content about “life in the universe and future with life in the universe; life in the future; space and technology” by reading it carefully.
- ENG.6.8.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” in relation to themselves or others, both individually and/or with others.
- ENG.6.8.V1Students can select and use the target vocabulary of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.8.G1Students can select and use the target grammatical elements of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.8.W1Students can get ready for the writing-expression process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.W2Students can understand the model/example for the writing task about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.W3Students can organise a content for the assigned writing task on the current content “life in the universe and future with life in the universe; life in the future; space and technology” based on the model/example provided.
- ENG.6.8.W4Students can individually construct/form content for the assigned writing task on the current content “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people.
- ENG.6.8.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” in relation to themselves or others, both individually and/or with others.
- ENG.6.8.S1Students can get ready for speaking-expression process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.S2Students can use the model/example for producing verbal content about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.S3Students can organise a new verbal content on “life in the universe and future with life in the universe; life in the future; space and technology” by speaking accurately, efficiently, and authentically.
- ENG.6.8.S4Students can construct a new verbal content on “life in the universe and future with life in the universe; life in the future; space and technology” by speaking accurately, efficiently, and authentically.
- ENG.6.8.S5Students can reorganise (reconstruct) and use information about the “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people.
- ENG.6.8.S6Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 36. hafta14–18 Haziran 2027
- ENG.6.8.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in the universe and future with life in the universe; life in the future; space and technology” carefully.
- ENG.6.8.L2Students can bring information about the current content on “life in the universe and future with life in the universe; life in the future; space and technology” together through significant details and main components while listening (to)/watching it.
- ENG.6.8.L3Students can make meaning of/derive meaning from the current content on “life in the universe and future with life in the universe; life in the future; space and technology” through significant details by listening (to)/watching it carefully.
- ENG.6.8.L4Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.P1Students can select and use the target phonological elements of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
- ENG.6.8.R1Students can get ready for the reading-comprehension process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.R2Students can bring information about the current content on “life in the universe and future with life in the universe; life in the future; space and technology” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
- ENG.6.8.R3Students can make meaning of / derive meaning from the current content about “life in the universe and future with life in the universe; life in the future; space and technology” by reading it carefully.
- ENG.6.8.R4Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” in relation to themselves or others, both individually and/or with others.
- ENG.6.8.V1Students can select and use the target vocabulary of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.8.G1Students can select and use the target grammatical elements of the current content about “life in the universe and future with life in the universe; life in the future; space and technology” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
- ENG.6.8.W1Students can get ready for the writing-expression process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.W2Students can understand the model/example for the writing task about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.W3Students can organise a content for the assigned writing task on the current content “life in the universe and future with life in the universe; life in the future; space and technology” based on the model/example provided.
- ENG.6.8.W4Students can individually construct/form content for the assigned writing task on the current content “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.W5Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people.
- ENG.6.8.W6Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” in relation to themselves or others, both individually and/or with others.
- ENG.6.8.S1Students can get ready for speaking-expression process about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.S2Students can use the model/example for producing verbal content about the current content on “life in the universe and future with life in the universe; life in the future; space and technology”.
- ENG.6.8.S3Students can organise a new verbal content on “life in the universe and future with life in the universe; life in the future; space and technology” by speaking accurately, efficiently, and authentically.
- ENG.6.8.S4Students can construct a new verbal content on “life in the universe and future with life in the universe; life in the future; space and technology” by speaking accurately, efficiently, and authentically.
- ENG.6.8.S5Students can reorganise (reconstruct) and use information about the “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people.
- ENG.6.8.S6Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with life in the universe; life in the future; space and technology” to communicate with other people in relation to themselves or others, both individually and/or with others.
Socıal Actıvıtıes
- 37. hafta21–25 Haziran 2027
- SOCIAL ACTIVITIES
Diğer plan: EN
Orıentatıon
- 1. hafta14–18 Eylül 2026
- ORIENTATION
Revısıon
- 2. hafta21–25 Eylül 2026
- REVISION
- 3. hafta28 Eylül – 2 Ekim 2026
- REVISION
Theme 1: School Lıfe
- 4. hafta5–9 Ekim 2026
- ENG.6.1.L1Students can get ready for the listening/watching-comprehension process for the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” carefully. ENG.6.1.L2. Students can bring information about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening/watching it. ENG.6.1.L3. Students can make meaning of/derive meaning from the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” through significant details by listening/watching it carefully. ENG.6.1.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.P1. Students can select and use the target phonological elements of the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.1.R1. Students can get ready for the reading-comprehension process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.R2. Students can bring information about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.1.R3. Students can make meaning of / derive meaning from the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” by reading it carefully. ENG.6.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.6.1.V1. Students can select and use the target vocabulary of the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.1.G1. Students can select and use the target grammatical elements of the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.1.W1. Students can get ready for the writing-expression process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W2. Students can understand the model/example for the writing task about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W3. Students can organise a content for the assigned writing task on the current content “school life with roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided. ENG.6.1.W4. Students can individually construct/form content for the assigned writing task on the current content “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life with roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.6.1.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.6.1.S1. Students can get ready for speaking-expression process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.S2. Students can use the model/example for producing verbal content about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.S3. Students can organise a new verbal content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.6.1.S4. Students can construct a new verbal content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.6.1.S5. Students can reorganise (reconstruct) and use information about the “school life with roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.6.1.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life with roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 5. hafta12–16 Ekim 2026
- ENG.6.1.L1Students can get ready for the listening/watching-comprehension process for the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” carefully. ENG.6.1.L2. Students can bring information about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening/watching it. ENG.6.1.L3. Students can make meaning of/derive meaning from the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” through significant details by listening/watching it carefully. ENG.6.1.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.P1. Students can select and use the target phonological elements of the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.1.R1. Students can get ready for the reading-comprehension process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.R2. Students can bring information about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.1.R3. Students can make meaning of / derive meaning from the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” by reading it carefully. ENG.6.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.6.1.V1. Students can select and use the target vocabulary of the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.1.G1. Students can select and use the target grammatical elements of the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.1.W1. Students can get ready for the writing-expression process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W2. Students can understand the model/example for the writing task about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W3. Students can organise a content for the assigned writing task on the current content “school life with roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided. ENG.6.1.W4. Students can individually construct/form content for the assigned writing task on the current content “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life with roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.6.1.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.6.1.S1. Students can get ready for speaking-expression process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.S2. Students can use the model/example for producing verbal content about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.S3. Students can organise a new verbal content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.6.1.S4. Students can construct a new verbal content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.6.1.S5. Students can reorganise (reconstruct) and use information about the “school life with roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.6.1.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life with roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 6. hafta19–23 Ekim 2026
- ENG.6.1.L1Students can get ready for the listening/watching-comprehension process for the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” carefully. ENG.6.1.L2. Students can bring information about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening/watching it. ENG.6.1.L3. Students can make meaning of/derive meaning from the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” through significant details by listening/watching it carefully. ENG.6.1.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.P1. Students can select and use the target phonological elements of the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.1.R1. Students can get ready for the reading-comprehension process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.R2. Students can bring information about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.1.R3. Students can make meaning of / derive meaning from the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” by reading it carefully. ENG.6.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.6.1.V1. Students can select and use the target vocabulary of the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.1.G1. Students can select and use the target grammatical elements of the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.1.W1. Students can get ready for the writing-expression process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W2. Students can understand the model/example for the writing task about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W3. Students can organise a content for the assigned writing task on the current content “school life with roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided. ENG.6.1.W4. Students can individually construct/form content for the assigned writing task on the current content “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life with roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.6.1.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.6.1.S1. Students can get ready for speaking-expression process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.S2. Students can use the model/example for producing verbal content about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.S3. Students can organise a new verbal content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.6.1.S4. Students can construct a new verbal content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.6.1.S5. Students can reorganise (reconstruct) and use information about the “school life with roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.6.1.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life with roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 7. hafta26–30 Ekim 2026
- ENG.6.1.L1Students can get ready for the listening/watching-comprehension process for the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” carefully. ENG.6.1.L2. Students can bring information about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening/watching it. ENG.6.1.L3. Students can make meaning of/derive meaning from the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” through significant details by listening/watching it carefully. ENG.6.1.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.P1. Students can select and use the target phonological elements of the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.1.R1. Students can get ready for the reading-comprehension process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.R2. Students can bring information about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.1.R3. Students can make meaning of / derive meaning from the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” by reading it carefully. ENG.6.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.6.1.V1. Students can select and use the target vocabulary of the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.1.G1. Students can select and use the target grammatical elements of the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.1.W1. Students can get ready for the writing-expression process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W2. Students can understand the model/example for the writing task about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W3. Students can organise a content for the assigned writing task on the current content “school life with roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided. ENG.6.1.W4. Students can individually construct/form content for the assigned writing task on the current content “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life with roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.6.1.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.6.1.S1. Students can get ready for speaking-expression process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.S2. Students can use the model/example for producing verbal content about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.S3. Students can organise a new verbal content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.6.1.S4. Students can construct a new verbal content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.6.1.S5. Students can reorganise (reconstruct) and use information about the “school life with roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.6.1.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life with roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.
Theme 2: Classroom Lıfe
- 8. hafta2–6 Kasım 2026
- ENG.6.2.L1Students can get ready for the listening/watching-comprehension process for the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” carefully. ENG.6.2.L2. Students can bring information about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” together through significant details and main components while listening/ watching it. ENG.6.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through significant details by listening/watching it carefully. ENG.6.2.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.P1. Students can select and use the target phonological elements of the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.2.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.R2. Students can bring information about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” by reading it carefully. ENG.6.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others. ENG.6.2.V1. Students can select and use the target vocabulary of the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.W2. Students can understand the model/example for the writing task about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” based on the model/example provided. ENG.6.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people. ENG.6.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers
- 150” in relation to themselves or others, both individually and/or with others. ENG.6.2.S1. Students can get ready for speaking-expression process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.S3. Students can organise a new verbal content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically. ENG.6.2.S4. Students can construct a new verbal content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically. ENG.6.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people. ENG.6.2.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers
- 150” to communicate with other people in relation to themselves or others, both individually and/or with others.
School-based Plannıng
- 9. hafta9–13 Kasım 2026
- SCHOOL-BASED PLANNING
FIRST MIDTERM BREAK (16-20 November)
- 16. hafta16–20 Kasım 2026
- FIRST MIDTERM BREAK (16-20 November)
Theme 2: Classroom Lıfe
- 10. hafta23–27 Kasım 2026
- ENG.6.2.L1Students can get ready for the listening/watching-comprehension process for the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” carefully. ENG.6.2.L2. Students can bring information about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” together through significant details and main components while listening/ watching it. ENG.6.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through significant details by listening/watching it carefully. ENG.6.2.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.P1. Students can select and use the target phonological elements of the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.2.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.R2. Students can bring information about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” by reading it carefully. ENG.6.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others. ENG.6.2.V1. Students can select and use the target vocabulary of the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.W2. Students can understand the model/example for the writing task about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” based on the model/example provided. ENG.6.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people. ENG.6.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers
- 150” in relation to themselves or others, both individually and/or with others. ENG.6.2.S1. Students can get ready for speaking-expression process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.S3. Students can organise a new verbal content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically. ENG.6.2.S4. Students can construct a new verbal content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically. ENG.6.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people. ENG.6.2.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers
- 150” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 11. hafta30 Kasım – 4 Aralık 2026
- ENG.6.2.L1Students can get ready for the listening/watching-comprehension process for the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” carefully. ENG.6.2.L2. Students can bring information about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” together through significant details and main components while listening/ watching it. ENG.6.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through significant details by listening/watching it carefully. ENG.6.2.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.P1. Students can select and use the target phonological elements of the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.2.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.R2. Students can bring information about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” by reading it carefully. ENG.6.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others. ENG.6.2.V1. Students can select and use the target vocabulary of the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.W2. Students can understand the model/example for the writing task about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” based on the model/example provided. ENG.6.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people. ENG.6.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers
- 150” in relation to themselves or others, both individually and/or with others. ENG.6.2.S1. Students can get ready for speaking-expression process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.S3. Students can organise a new verbal content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically. ENG.6.2.S4. Students can construct a new verbal content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically. ENG.6.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people. ENG.6.2.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers
- 150” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 12. hafta7–11 Aralık 2026
- ENG.6.2.L1Students can get ready for the listening/watching-comprehension process for the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” carefully. ENG.6.2.L2. Students can bring information about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” together through significant details and main components while listening/ watching it. ENG.6.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through significant details by listening/watching it carefully. ENG.6.2.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.P1. Students can select and use the target phonological elements of the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.2.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.R2. Students can bring information about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” by reading it carefully. ENG.6.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others. ENG.6.2.V1. Students can select and use the target vocabulary of the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.W2. Students can understand the model/example for the writing task about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” based on the model/example provided. ENG.6.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people. ENG.6.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers
- 150” in relation to themselves or others, both individually and/or with others. ENG.6.2.S1. Students can get ready for speaking-expression process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.6.2.S3. Students can organise a new verbal content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically. ENG.6.2.S4. Students can construct a new verbal content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically. ENG.6.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people. ENG.6.2.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers
- 150” to communicate with other people in relation to themselves or others, both individually and/or with others.
Theme 3: Personal Lıfe
- 13. hafta14–18 Aralık 2026
- ENG.6.3.L1Students can get ready for the listening/watching-comprehension process for the current content on “personal life with body parts, physical appearance and clothes; personality and character” carefully. ENG.6.3.L2. Students can bring information about the current content on “personal life with body parts, physical appearance and clothes; personality and character” together through significant details and main components while listening/watching it. ENG.6.3.L3. Students can make meaning of/derive meaning from the current content on “personal life with body parts, physical appearance and clothes; personality and character” through significant details by listening/watching it carefully. ENG.6.3.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with body parts, physical appearance and clothes; personality and character”. ENG.6.3.P1. Students can select and use the target phonological elements of the current content about “personal life with body parts, physical appearance and clothes; personality and character” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.3.R1. Students can get ready for the reading-comprehension process about the current content on “personal life with body parts, physical appearance and clothes; personality and character”. ENG.6.3.R2. Students can bring information about the current content on “personal life with body parts, physical appearance and clothes; personality and character” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.3.R3. Students can make meaning of / derive meaning from the current content about “personal life with body parts, physical appearance and clothes; personality and character” by reading it carefully. ENG.6.3.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with body parts, physical appearance and clothes; personality and character” in relation to themselves or others, both individually and/or with others. ENG.6.3.V1. Students can select and use the target vocabulary of the current content about “personal life with body parts, physical appearance and clothes; personality and character” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.3.G1. Students can select and use the target grammatical elements of the current content about “personal life with body parts, physical appearance and clothes; personality and character” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.3.W1. Students can get ready for the writing-expression process about the current content on “personal life with body parts, physical appearance and clothes; personality and character”. ENG.6.3.W2. Students can understand the model/example for the writing task about the current content on “personal life with body parts, physical appearance and clothes; personality and character”. ENG.6.3.W3. Students can organise a content for the assigned writing task on the current content “personal life with body parts, physical appearance and clothes; personality and character” based on the model/example provided. ENG.6.3.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life with body parts, physical appearance and clothes; personality and character” . ENG.6.3.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the“personal life with body parts, physical appearance and clothes; personality and character” to communicate with other people. ENG.6.3.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with body parts, physical appearance and clothes; personality and character” in relation to themselves or others, both individually and/or with others. ENG.6.3.S1. Students can get ready for speaking-expression process about the current content on “personal life with body parts, physical appearance and clothes; personality and character”. ENG.6.3.S2. Students can use the model/example for producing verbal content about the current content on “personal life with body parts, physical appearance and clothes; personality and character”. ENG.6.3.S3. Students can organise a new verbal content on “personal life with body parts, physical appearance and clothes; personality and character” by speaking accurately, efficiently, and authentically. ENG.6.3.S4. Students can construct a new verbal content on “personal life with body parts, physical appearance and clothes; personality and character” by speaking accurately, efficiently, and authentically. ENG.6.3.S5. Students can reorganise (reconstruct) and use information about the “personal life with body parts, physical appearance and clothes; personality and character” to communicate with other people. ENG.6.3.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with body parts, physical appearance and clothes; personality and character” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 14. hafta21–25 Aralık 2026
- ENG.6.3.L1Students can get ready for the listening/watching-comprehension process for the current content on “personal life with body parts, physical appearance and clothes; personality and character” carefully. ENG.6.3.L2. Students can bring information about the current content on “personal life with body parts, physical appearance and clothes; personality and character” together through significant details and main components while listening/watching it. ENG.6.3.L3. Students can make meaning of/derive meaning from the current content on “personal life with body parts, physical appearance and clothes; personality and character” through significant details by listening/watching it carefully. ENG.6.3.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with body parts, physical appearance and clothes; personality and character”. ENG.6.3.P1. Students can select and use the target phonological elements of the current content about “personal life with body parts, physical appearance and clothes; personality and character” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.3.R1. Students can get ready for the reading-comprehension process about the current content on “personal life with body parts, physical appearance and clothes; personality and character”. ENG.6.3.R2. Students can bring information about the current content on “personal life with body parts, physical appearance and clothes; personality and character” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.3.R3. Students can make meaning of / derive meaning from the current content about “personal life with body parts, physical appearance and clothes; personality and character” by reading it carefully. ENG.6.3.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with body parts, physical appearance and clothes; personality and character” in relation to themselves or others, both individually and/or with others. ENG.6.3.V1. Students can select and use the target vocabulary of the current content about “personal life with body parts, physical appearance and clothes; personality and character” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.3.G1. Students can select and use the target grammatical elements of the current content about “personal life with body parts, physical appearance and clothes; personality and character” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.3.W1. Students can get ready for the writing-expression process about the current content on “personal life with body parts, physical appearance and clothes; personality and character”. ENG.6.3.W2. Students can understand the model/example for the writing task about the current content on “personal life with body parts, physical appearance and clothes; personality and character”. ENG.6.3.W3. Students can organise a content for the assigned writing task on the current content “personal life with body parts, physical appearance and clothes; personality and character” based on the model/example provided. ENG.6.3.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life with body parts, physical appearance and clothes; personality and character” . ENG.6.3.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the“personal life with body parts, physical appearance and clothes; personality and character” to communicate with other people. ENG.6.3.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with body parts, physical appearance and clothes; personality and character” in relation to themselves or others, both individually and/or with others. ENG.6.3.S1. Students can get ready for speaking-expression process about the current content on “personal life with body parts, physical appearance and clothes; personality and character”. ENG.6.3.S2. Students can use the model/example for producing verbal content about the current content on “personal life with body parts, physical appearance and clothes; personality and character”. ENG.6.3.S3. Students can organise a new verbal content on “personal life with body parts, physical appearance and clothes; personality and character” by speaking accurately, efficiently, and authentically. ENG.6.3.S4. Students can construct a new verbal content on “personal life with body parts, physical appearance and clothes; personality and character” by speaking accurately, efficiently, and authentically. ENG.6.3.S5. Students can reorganise (reconstruct) and use information about the “personal life with body parts, physical appearance and clothes; personality and character” to communicate with other people. ENG.6.3.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with body parts, physical appearance and clothes; personality and character” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 15. hafta28 Aralık 2026 – 1 Ocak 2027
- ENG.6.3.L1Students can get ready for the listening/watching-comprehension process for the current content on “personal life with body parts, physical appearance and clothes; personality and character” carefully. ENG.6.3.L2. Students can bring information about the current content on “personal life with body parts, physical appearance and clothes; personality and character” together through significant details and main components while listening/watching it. ENG.6.3.L3. Students can make meaning of/derive meaning from the current content on “personal life with body parts, physical appearance and clothes; personality and character” through significant details by listening/watching it carefully. ENG.6.3.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with body parts, physical appearance and clothes; personality and character”. ENG.6.3.P1. Students can select and use the target phonological elements of the current content about “personal life with body parts, physical appearance and clothes; personality and character” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.3.R1. Students can get ready for the reading-comprehension process about the current content on “personal life with body parts, physical appearance and clothes; personality and character”. ENG.6.3.R2. Students can bring information about the current content on “personal life with body parts, physical appearance and clothes; personality and character” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.3.R3. Students can make meaning of / derive meaning from the current content about “personal life with body parts, physical appearance and clothes; personality and character” by reading it carefully. ENG.6.3.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with body parts, physical appearance and clothes; personality and character” in relation to themselves or others, both individually and/or with others. ENG.6.3.V1. Students can select and use the target vocabulary of the current content about “personal life with body parts, physical appearance and clothes; personality and character” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.3.G1. Students can select and use the target grammatical elements of the current content about “personal life with body parts, physical appearance and clothes; personality and character” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.3.W1. Students can get ready for the writing-expression process about the current content on “personal life with body parts, physical appearance and clothes; personality and character”. ENG.6.3.W2. Students can understand the model/example for the writing task about the current content on “personal life with body parts, physical appearance and clothes; personality and character”. ENG.6.3.W3. Students can organise a content for the assigned writing task on the current content “personal life with body parts, physical appearance and clothes; personality and character” based on the model/example provided. ENG.6.3.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life with body parts, physical appearance and clothes; personality and character” . ENG.6.3.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the“personal life with body parts, physical appearance and clothes; personality and character” to communicate with other people. ENG.6.3.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with body parts, physical appearance and clothes; personality and character” in relation to themselves or others, both individually and/or with others. ENG.6.3.S1. Students can get ready for speaking-expression process about the current content on “personal life with body parts, physical appearance and clothes; personality and character”. ENG.6.3.S2. Students can use the model/example for producing verbal content about the current content on “personal life with body parts, physical appearance and clothes; personality and character”. ENG.6.3.S3. Students can organise a new verbal content on “personal life with body parts, physical appearance and clothes; personality and character” by speaking accurately, efficiently, and authentically. ENG.6.3.S4. Students can construct a new verbal content on “personal life with body parts, physical appearance and clothes; personality and character” by speaking accurately, efficiently, and authentically. ENG.6.3.S5. Students can reorganise (reconstruct) and use information about the “personal life with body parts, physical appearance and clothes; personality and character” to communicate with other people. ENG.6.3.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with body parts, physical appearance and clothes; personality and character” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 16. hafta4–8 Ocak 2027
- ENG.6.3.L1Students can get ready for the listening/watching-comprehension process for the current content on “personal life with body parts, physical appearance and clothes; personality and character” carefully. ENG.6.3.L2. Students can bring information about the current content on “personal life with body parts, physical appearance and clothes; personality and character” together through significant details and main components while listening/watching it. ENG.6.3.L3. Students can make meaning of/derive meaning from the current content on “personal life with body parts, physical appearance and clothes; personality and character” through significant details by listening/watching it carefully. ENG.6.3.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with body parts, physical appearance and clothes; personality and character”. ENG.6.3.P1. Students can select and use the target phonological elements of the current content about “personal life with body parts, physical appearance and clothes; personality and character” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.3.R1. Students can get ready for the reading-comprehension process about the current content on “personal life with body parts, physical appearance and clothes; personality and character”. ENG.6.3.R2. Students can bring information about the current content on “personal life with body parts, physical appearance and clothes; personality and character” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.3.R3. Students can make meaning of / derive meaning from the current content about “personal life with body parts, physical appearance and clothes; personality and character” by reading it carefully. ENG.6.3.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with body parts, physical appearance and clothes; personality and character” in relation to themselves or others, both individually and/or with others. ENG.6.3.V1. Students can select and use the target vocabulary of the current content about “personal life with body parts, physical appearance and clothes; personality and character” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.3.G1. Students can select and use the target grammatical elements of the current content about “personal life with body parts, physical appearance and clothes; personality and character” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.3.W1. Students can get ready for the writing-expression process about the current content on “personal life with body parts, physical appearance and clothes; personality and character”. ENG.6.3.W2. Students can understand the model/example for the writing task about the current content on “personal life with body parts, physical appearance and clothes; personality and character”. ENG.6.3.W3. Students can organise a content for the assigned writing task on the current content “personal life with body parts, physical appearance and clothes; personality and character” based on the model/example provided. ENG.6.3.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life with body parts, physical appearance and clothes; personality and character” . ENG.6.3.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the“personal life with body parts, physical appearance and clothes; personality and character” to communicate with other people. ENG.6.3.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with body parts, physical appearance and clothes; personality and character” in relation to themselves or others, both individually and/or with others. ENG.6.3.S1. Students can get ready for speaking-expression process about the current content on “personal life with body parts, physical appearance and clothes; personality and character”. ENG.6.3.S2. Students can use the model/example for producing verbal content about the current content on “personal life with body parts, physical appearance and clothes; personality and character”. ENG.6.3.S3. Students can organise a new verbal content on “personal life with body parts, physical appearance and clothes; personality and character” by speaking accurately, efficiently, and authentically. ENG.6.3.S4. Students can construct a new verbal content on “personal life with body parts, physical appearance and clothes; personality and character” by speaking accurately, efficiently, and authentically. ENG.6.3.S5. Students can reorganise (reconstruct) and use information about the “personal life with body parts, physical appearance and clothes; personality and character” to communicate with other people. ENG.6.3.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with body parts, physical appearance and clothes; personality and character” to communicate with other people in relation to themselves or others, both individually and/or with others.
Theme 4: Famıly Lıfe
- 17. hafta11–15 Ocak 2027
- ENG.6.4.L1Students can get ready for the listening/watching-comprehension process for the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” carefully. ENG.6.4.L2. Students can bring information about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” together through significant details and main components while listening/watching it. ENG.6.4.L3. Students can make meaning of/derive meaning from the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” through significant details by listening/watching it carefully. ENG.6.4.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.P1. Students can select and use the target phonological elements of the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others. ENG.6.4.R1. Students can get ready for the reading-comprehension process about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.R2. Students can bring information about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.4.R3. Students can make meaning of / derive meaning from the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” by reading it carefully. ENG.6.4.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” in relation to themselves or others, both individually and/or with others. ENG.6.4.V1. Students can select and use the target vocabulary of the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.4.G1. Students can select and use the target grammatical elements of the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.4.W1. Students can get ready for the writing-expression process about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.W2. Students can understand the model/example for the writing task about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.W3. Students can organise a content for the assigned writing task on the current content “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” based on the model/example provided. ENG.6.4.W4. Students can individually construct/form content for the assigned writing task on the current content “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” to communicate with other people. ENG.6.4.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” in relation to themselves or others, both individually and/or with others. ENG.6.4.S1. Students can get ready for speaking-expression process about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.S2. Students can use the model/example for producing verbal content about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.S3. Students can organise a new verbal content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” by speaking accurately, efficiently, and authentically. ENG.6.4.S4. Students can construct a new verbal content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” by speaking accurately, efficiently, and authentically. ENG.6.4.S5. Students can reorganise (reconstruct) and use information about the “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” to communicate with other people. ENG.6.4.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 18. hafta18–22 Ocak 2027
- ENG.6.4.L1Students can get ready for the listening/watching-comprehension process for the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” carefully. ENG.6.4.L2. Students can bring information about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” together through significant details and main components while listening/watching it. ENG.6.4.L3. Students can make meaning of/derive meaning from the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” through significant details by listening/watching it carefully. ENG.6.4.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.P1. Students can select and use the target phonological elements of the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others. ENG.6.4.R1. Students can get ready for the reading-comprehension process about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.R2. Students can bring information about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.4.R3. Students can make meaning of / derive meaning from the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” by reading it carefully. ENG.6.4.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” in relation to themselves or others, both individually and/or with others. ENG.6.4.V1. Students can select and use the target vocabulary of the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.4.G1. Students can select and use the target grammatical elements of the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.4.W1. Students can get ready for the writing-expression process about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.W2. Students can understand the model/example for the writing task about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.W3. Students can organise a content for the assigned writing task on the current content “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” based on the model/example provided. ENG.6.4.W4. Students can individually construct/form content for the assigned writing task on the current content “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” to communicate with other people. ENG.6.4.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” in relation to themselves or others, both individually and/or with others. ENG.6.4.S1. Students can get ready for speaking-expression process about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.S2. Students can use the model/example for producing verbal content about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.S3. Students can organise a new verbal content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” by speaking accurately, efficiently, and authentically. ENG.6.4.S4. Students can construct a new verbal content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” by speaking accurately, efficiently, and authentically. ENG.6.4.S5. Students can reorganise (reconstruct) and use information about the “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” to communicate with other people. ENG.6.4.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” to communicate with other people in relation to themselves or others, both individually and/or with others.
Semester Holıday (25 January - 5 February)
- 25. hafta25 Ocak – 5 Şubat 2027
- SEMESTER HOLIDAY (25 JANUARY - 5 FEBRUARY)
Theme 4: Famıly Lıfe
- 19. hafta8–12 Şubat 2027
- ENG.6.4.L1Students can get ready for the listening/watching-comprehension process for the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” carefully. ENG.6.4.L2. Students can bring information about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” together through significant details and main components while listening/watching it. ENG.6.4.L3. Students can make meaning of/derive meaning from the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” through significant details by listening/watching it carefully. ENG.6.4.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.P1. Students can select and use the target phonological elements of the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others. ENG.6.4.R1. Students can get ready for the reading-comprehension process about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.R2. Students can bring information about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.4.R3. Students can make meaning of / derive meaning from the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” by reading it carefully. ENG.6.4.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” in relation to themselves or others, both individually and/or with others. ENG.6.4.V1. Students can select and use the target vocabulary of the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.4.G1. Students can select and use the target grammatical elements of the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.4.W1. Students can get ready for the writing-expression process about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.W2. Students can understand the model/example for the writing task about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.W3. Students can organise a content for the assigned writing task on the current content “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” based on the model/example provided. ENG.6.4.W4. Students can individually construct/form content for the assigned writing task on the current content “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” to communicate with other people. ENG.6.4.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” in relation to themselves or others, both individually and/or with others. ENG.6.4.S1. Students can get ready for speaking-expression process about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.S2. Students can use the model/example for producing verbal content about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.S3. Students can organise a new verbal content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” by speaking accurately, efficiently, and authentically. ENG.6.4.S4. Students can construct a new verbal content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” by speaking accurately, efficiently, and authentically. ENG.6.4.S5. Students can reorganise (reconstruct) and use information about the “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” to communicate with other people. ENG.6.4.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 20. hafta15–19 Şubat 2027
- ENG.6.4.L1Students can get ready for the listening/watching-comprehension process for the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” carefully. ENG.6.4.L2. Students can bring information about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” together through significant details and main components while listening/watching it. ENG.6.4.L3. Students can make meaning of/derive meaning from the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” through significant details by listening/watching it carefully. ENG.6.4.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.P1. Students can select and use the target phonological elements of the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others. ENG.6.4.R1. Students can get ready for the reading-comprehension process about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.R2. Students can bring information about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.4.R3. Students can make meaning of / derive meaning from the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” by reading it carefully. ENG.6.4.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” in relation to themselves or others, both individually and/or with others. ENG.6.4.V1. Students can select and use the target vocabulary of the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.4.G1. Students can select and use the target grammatical elements of the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.4.W1. Students can get ready for the writing-expression process about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.W2. Students can understand the model/example for the writing task about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.W3. Students can organise a content for the assigned writing task on the current content “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” based on the model/example provided. ENG.6.4.W4. Students can individually construct/form content for the assigned writing task on the current content “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” to communicate with other people. ENG.6.4.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” in relation to themselves or others, both individually and/or with others. ENG.6.4.S1. Students can get ready for speaking-expression process about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.S2. Students can use the model/example for producing verbal content about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”. ENG.6.4.S3. Students can organise a new verbal content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” by speaking accurately, efficiently, and authentically. ENG.6.4.S4. Students can construct a new verbal content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” by speaking accurately, efficiently, and authentically. ENG.6.4.S5. Students can reorganise (reconstruct) and use information about the “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” to communicate with other people. ENG.6.4.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” to communicate with other people in relation to themselves or others, both individually and/or with others.
Theme 5: Lıfe In The Neıghbourhood And Cıty
- 21. hafta22–26 Şubat 2027
- ENG.6.5.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” carefully. ENG.6.5.L2. Students can bring information about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” together through significant details and main components while listening/watching it. ENG.6.5.L3. Students can make meaning of/derive meaning from the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” through significant details by listening/watching it carefully. ENG.6.5.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.P1. Students can select and use the target phonological elements of the current content about “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.5.R1. Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.R2. Students can bring information about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.5.R3. Students can make meaning of / derive meaning from the current content about “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” by reading it carefully. ENG.6.5.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others. ENG.6.5.V1. Students can select and use the target vocabulary of the current content about “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.5.G1. Students can select and use the target grammatical elements of the current content about “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.5.W1. Students can get ready for the writing-expression process about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.W2. Students can understand the model/example for the writing task about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.W3. Students can organise a content for the assigned writing task on the current content “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” based on the model/example provided. ENG.6.5.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” to communicate with other people. ENG.6.5.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/ or with others. ENG.6.5.S1. Students can get ready for speaking-expression process about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.S2. Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.S3. Students can organise a new verbal content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. ENG.6.5.S4. Students can construct a new verbal content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. ENG.6.5.S5. Students can reorganise (reconstruct) and use information about the “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” to communicate with other people. ENG.6.5.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 22. hafta1–5 Mart 2027
- ENG.6.5.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” carefully. ENG.6.5.L2. Students can bring information about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” together through significant details and main components while listening/watching it. ENG.6.5.L3. Students can make meaning of/derive meaning from the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” through significant details by listening/watching it carefully. ENG.6.5.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.P1. Students can select and use the target phonological elements of the current content about “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.5.R1. Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.R2. Students can bring information about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.5.R3. Students can make meaning of / derive meaning from the current content about “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” by reading it carefully. ENG.6.5.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others. ENG.6.5.V1. Students can select and use the target vocabulary of the current content about “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.5.G1. Students can select and use the target grammatical elements of the current content about “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.5.W1. Students can get ready for the writing-expression process about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.W2. Students can understand the model/example for the writing task about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.W3. Students can organise a content for the assigned writing task on the current content “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” based on the model/example provided. ENG.6.5.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” to communicate with other people. ENG.6.5.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/ or with others. ENG.6.5.S1. Students can get ready for speaking-expression process about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.S2. Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.S3. Students can organise a new verbal content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. ENG.6.5.S4. Students can construct a new verbal content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. ENG.6.5.S5. Students can reorganise (reconstruct) and use information about the “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” to communicate with other people. ENG.6.5.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” to communicate with other people in relation to themselves or others, both individually and/or with others.
Second Mıdterm Break (8 - 12 March)
- 8. hafta8–12 Mart 2027
- SECOND MIDTERM BREAK (8 - 12 MARCH)
- 8. hafta8–12 Mart 2027
- SECOND MIDTERM BREAK (8 - 12 MARCH)
Eıd Al-fıtr (9-11 March)
- 9. hafta9–11 Mart 2027
- EID AL-FITR (9-11 MARCH)
- 9. hafta9–11 Mart 2027
- EID AL-FITR (9-11 MARCH)
Theme 5: Lıfe In The Neıghbourhood And Cıty
- 23. hafta15–19 Mart 2027
- ENG.6.5.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” carefully. ENG.6.5.L2. Students can bring information about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” together through significant details and main components while listening/watching it. ENG.6.5.L3. Students can make meaning of/derive meaning from the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” through significant details by listening/watching it carefully. ENG.6.5.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.P1. Students can select and use the target phonological elements of the current content about “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.5.R1. Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.R2. Students can bring information about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.5.R3. Students can make meaning of / derive meaning from the current content about “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” by reading it carefully. ENG.6.5.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others. ENG.6.5.V1. Students can select and use the target vocabulary of the current content about “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.5.G1. Students can select and use the target grammatical elements of the current content about “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.5.W1. Students can get ready for the writing-expression process about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.W2. Students can understand the model/example for the writing task about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.W3. Students can organise a content for the assigned writing task on the current content “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” based on the model/example provided. ENG.6.5.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” to communicate with other people. ENG.6.5.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/ or with others. ENG.6.5.S1. Students can get ready for speaking-expression process about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.S2. Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.S3. Students can organise a new verbal content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. ENG.6.5.S4. Students can construct a new verbal content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. ENG.6.5.S5. Students can reorganise (reconstruct) and use information about the “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” to communicate with other people. ENG.6.5.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 24. hafta22–26 Mart 2027
- ENG.6.5.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” carefully. ENG.6.5.L2. Students can bring information about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” together through significant details and main components while listening/watching it. ENG.6.5.L3. Students can make meaning of/derive meaning from the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” through significant details by listening/watching it carefully. ENG.6.5.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.P1. Students can select and use the target phonological elements of the current content about “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.5.R1. Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.R2. Students can bring information about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.5.R3. Students can make meaning of / derive meaning from the current content about “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” by reading it carefully. ENG.6.5.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others. ENG.6.5.V1. Students can select and use the target vocabulary of the current content about “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.5.G1. Students can select and use the target grammatical elements of the current content about “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.5.W1. Students can get ready for the writing-expression process about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.W2. Students can understand the model/example for the writing task about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.W3. Students can organise a content for the assigned writing task on the current content “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” based on the model/example provided. ENG.6.5.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” to communicate with other people. ENG.6.5.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/ or with others. ENG.6.5.S1. Students can get ready for speaking-expression process about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.S2. Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”. ENG.6.5.S3. Students can organise a new verbal content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. ENG.6.5.S4. Students can construct a new verbal content on “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. ENG.6.5.S5. Students can reorganise (reconstruct) and use information about the “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” to communicate with other people. ENG.6.5.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood and the city with festivals and events (sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” to communicate with other people in relation to themselves or others, both individually and/or with others.
Theme 6: Lıfe In The World And Culture
- 25. hafta29 Mart – 2 Nisan 2027
- ENG.6.6.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” carefully. ENG.6.6.L2. Students can bring information about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” together through significant details and main components while listening/ watching it. ENG.6.6.L3. Students can make meaning of/derive meaning from the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” through significant details by listening/watching it carefully. ENG.6.6.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. ENG.6.6.P1. Students can select and use the target phonological elements of the current content about “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.6.R1. Students can get ready for the reading-comprehension process about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. ENG.6.6.R2. Students can bring information about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.6.R3. Students can make meaning of / derive meaning from the current content about “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” by reading it carefully. ENG.6.6.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” in relation to themselves or others, both individually and/or with others. ENG.6.6.V1. Students can select and use the target vocabulary of the current content about “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.6.G1. Students can select and use the target grammatical elements of the current content about “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.6.W1. Students can get ready for the writing-expression process about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. ENG.6.6.W2. Students can understand the model/example for the writing task about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. ENG.6.6.W3. Students can organise a content for the assigned writing task on the current content “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” based on the model/example provided. ENG.6.6.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. ENG.6.6.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” to communicate with other people. ENG.6.6.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” in relation to themselves or others, both individually and/or with others. ENG.6.6.S1. Students can get ready for speaking-expression process about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. ENG.6.6.S2. Students can use the model/example for producing verbal content about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. ENG.6.6.S3. Students can organise a new verbal content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” by speaking accurately, efficiently, and authentically. ENG.6.6.S4. Students can construct a new verbal content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” by speaking accurately, efficiently, and authentically. ENG.6.6.S5. Students can reorganise (reconstruct) and use information about the “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” to communicate with other people. ENG.6.6.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 26. hafta5–9 Nisan 2027
- ENG.6.6.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” carefully. ENG.6.6.L2. Students can bring information about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” together through significant details and main components while listening/ watching it. ENG.6.6.L3. Students can make meaning of/derive meaning from the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” through significant details by listening/watching it carefully. ENG.6.6.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. ENG.6.6.P1. Students can select and use the target phonological elements of the current content about “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.6.R1. Students can get ready for the reading-comprehension process about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. ENG.6.6.R2. Students can bring information about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.6.R3. Students can make meaning of / derive meaning from the current content about “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” by reading it carefully. ENG.6.6.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” in relation to themselves or others, both individually and/or with others. ENG.6.6.V1. Students can select and use the target vocabulary of the current content about “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.6.G1. Students can select and use the target grammatical elements of the current content about “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.6.W1. Students can get ready for the writing-expression process about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. ENG.6.6.W2. Students can understand the model/example for the writing task about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. ENG.6.6.W3. Students can organise a content for the assigned writing task on the current content “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” based on the model/example provided. ENG.6.6.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. ENG.6.6.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” to communicate with other people. ENG.6.6.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” in relation to themselves or others, both individually and/or with others. ENG.6.6.S1. Students can get ready for speaking-expression process about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. ENG.6.6.S2. Students can use the model/example for producing verbal content about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. ENG.6.6.S3. Students can organise a new verbal content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” by speaking accurately, efficiently, and authentically. ENG.6.6.S4. Students can construct a new verbal content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” by speaking accurately, efficiently, and authentically. ENG.6.6.S5. Students can reorganise (reconstruct) and use information about the “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” to communicate with other people. ENG.6.6.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” to communicate with other people in relation to themselves or others, both individually and/or with others.
School-based Plannıng
- 27. hafta12–16 Nisan 2027
- SCHOOL-BASED PLANNING
Theme 6: Lıfe In The World And Culture
- 28. hafta19–23 Nisan 2027
- ENG.6.6.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” carefully. ENG.6.6.L2. Students can bring information about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” together through significant details and main components while listening/ watching it. ENG.6.6.L3. Students can make meaning of/derive meaning from the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” through significant details by listening/watching it carefully. ENG.6.6.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. ENG.6.6.P1. Students can select and use the target phonological elements of the current content about “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.6.R1. Students can get ready for the reading-comprehension process about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. ENG.6.6.R2. Students can bring information about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.6.R3. Students can make meaning of / derive meaning from the current content about “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” by reading it carefully. ENG.6.6.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” in relation to themselves or others, both individually and/or with others. ENG.6.6.V1. Students can select and use the target vocabulary of the current content about “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.6.G1. Students can select and use the target grammatical elements of the current content about “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.6.W1. Students can get ready for the writing-expression process about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. ENG.6.6.W2. Students can understand the model/example for the writing task about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. ENG.6.6.W3. Students can organise a content for the assigned writing task on the current content “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” based on the model/example provided. ENG.6.6.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. ENG.6.6.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” to communicate with other people. ENG.6.6.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” in relation to themselves or others, both individually and/or with others. ENG.6.6.S1. Students can get ready for speaking-expression process about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. ENG.6.6.S2. Students can use the model/example for producing verbal content about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”. ENG.6.6.S3. Students can organise a new verbal content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” by speaking accurately, efficiently, and authentically. ENG.6.6.S4. Students can construct a new verbal content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” by speaking accurately, efficiently, and authentically. ENG.6.6.S5. Students can reorganise (reconstruct) and use information about the “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” to communicate with other people. ENG.6.6.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” to communicate with other people in relation to themselves or others, both individually and/or with others.
Theme 7: Lıfe In Nature
- 29. hafta26–30 Nisan 2027
- ENG.6.7.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” carefully. ENG.6.7.L2. Students can bring information about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” together through significant details and main components while listening/watching it. ENG.6.7.L3. Students can make meaning of/derive meaning from the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” through significant details by listening/watching it carefully. ENG.6.7.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.P1. Students can select and use the target phonological elements of the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others. ENG.6.7.R1. Students can get ready for the reading-comprehension process about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.R2. Students can bring information about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.7.R3. Students can make meaning of / derive meaning from the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” by reading it carefully. ENG.6.7.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature and global problems with activities in nature; environmental problems in the world and solutions” in relation to themselves or others, both individually and/or with others. ENG.6.7.V1. Students can select and use the target vocabulary of the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.7.G1. Students can select and use the target grammatical elements of the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.7.W1. Students can get ready for the writing-expression process about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.W2. Students can understand the model/example for the writing task about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.W3. Students can organise a content for the assigned writing task on the current content “life in nature and global problems with activities in nature; environmental problems in the world and solutions” based on the model/example provided. ENG.6.7.W4. Students can individually construct/form content for the assigned writing task on the current content “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature and global problems with activities in nature; environmental problems in the world and solutions” to communicate with other people. ENG.6.7.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature and global problems with activities in nature; environmental problems in the world and solutions” in relation to themselves or others, both individually and/or with others. ENG.6.7.S1. Students can get ready for speaking-expression process about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.S2. Students can use the model/example for producing verbal content about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.S3. Students can organise a new verbal content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” by speaking accurately, efficiently, and authentically. ENG.6.7.S4. Students can construct a new verbal content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” by speaking accurately, efficiently, and authentically. ENG.6.7.S5. Students can reorganise (reconstruct) and use information about the “life in nature and global problems with activities in nature; environmental problems in the world and solutions” to communicate with other people. ENG.6.7.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature and global problems with activities in nature; environmental problems in the world and solutions” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 30. hafta3–7 Mayıs 2027
- ENG.6.7.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” carefully. ENG.6.7.L2. Students can bring information about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” together through significant details and main components while listening/watching it. ENG.6.7.L3. Students can make meaning of/derive meaning from the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” through significant details by listening/watching it carefully. ENG.6.7.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.P1. Students can select and use the target phonological elements of the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others. ENG.6.7.R1. Students can get ready for the reading-comprehension process about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.R2. Students can bring information about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.7.R3. Students can make meaning of / derive meaning from the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” by reading it carefully. ENG.6.7.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature and global problems with activities in nature; environmental problems in the world and solutions” in relation to themselves or others, both individually and/or with others. ENG.6.7.V1. Students can select and use the target vocabulary of the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.7.G1. Students can select and use the target grammatical elements of the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.7.W1. Students can get ready for the writing-expression process about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.W2. Students can understand the model/example for the writing task about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.W3. Students can organise a content for the assigned writing task on the current content “life in nature and global problems with activities in nature; environmental problems in the world and solutions” based on the model/example provided. ENG.6.7.W4. Students can individually construct/form content for the assigned writing task on the current content “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature and global problems with activities in nature; environmental problems in the world and solutions” to communicate with other people. ENG.6.7.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature and global problems with activities in nature; environmental problems in the world and solutions” in relation to themselves or others, both individually and/or with others. ENG.6.7.S1. Students can get ready for speaking-expression process about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.S2. Students can use the model/example for producing verbal content about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.S3. Students can organise a new verbal content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” by speaking accurately, efficiently, and authentically. ENG.6.7.S4. Students can construct a new verbal content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” by speaking accurately, efficiently, and authentically. ENG.6.7.S5. Students can reorganise (reconstruct) and use information about the “life in nature and global problems with activities in nature; environmental problems in the world and solutions” to communicate with other people. ENG.6.7.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature and global problems with activities in nature; environmental problems in the world and solutions” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 31. hafta10–14 Mayıs 2027
- ENG.6.7.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” carefully. ENG.6.7.L2. Students can bring information about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” together through significant details and main components while listening/watching it. ENG.6.7.L3. Students can make meaning of/derive meaning from the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” through significant details by listening/watching it carefully. ENG.6.7.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.P1. Students can select and use the target phonological elements of the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others. ENG.6.7.R1. Students can get ready for the reading-comprehension process about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.R2. Students can bring information about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.7.R3. Students can make meaning of / derive meaning from the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” by reading it carefully. ENG.6.7.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature and global problems with activities in nature; environmental problems in the world and solutions” in relation to themselves or others, both individually and/or with others. ENG.6.7.V1. Students can select and use the target vocabulary of the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.7.G1. Students can select and use the target grammatical elements of the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.7.W1. Students can get ready for the writing-expression process about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.W2. Students can understand the model/example for the writing task about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.W3. Students can organise a content for the assigned writing task on the current content “life in nature and global problems with activities in nature; environmental problems in the world and solutions” based on the model/example provided. ENG.6.7.W4. Students can individually construct/form content for the assigned writing task on the current content “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature and global problems with activities in nature; environmental problems in the world and solutions” to communicate with other people. ENG.6.7.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature and global problems with activities in nature; environmental problems in the world and solutions” in relation to themselves or others, both individually and/or with others. ENG.6.7.S1. Students can get ready for speaking-expression process about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.S2. Students can use the model/example for producing verbal content about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.S3. Students can organise a new verbal content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” by speaking accurately, efficiently, and authentically. ENG.6.7.S4. Students can construct a new verbal content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” by speaking accurately, efficiently, and authentically. ENG.6.7.S5. Students can reorganise (reconstruct) and use information about the “life in nature and global problems with activities in nature; environmental problems in the world and solutions” to communicate with other people. ENG.6.7.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature and global problems with activities in nature; environmental problems in the world and solutions” to communicate with other people in relation to themselves or others, both individually and/or with others.
Eıd Al-adha (16-19 May)
- 38. hafta
- EID AL-ADHA (16-19 MAY)
Theme 7: Lıfe In Nature
- 32. hafta17–21 Mayıs 2027
- ENG.6.7.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” carefully. ENG.6.7.L2. Students can bring information about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” together through significant details and main components while listening/watching it. ENG.6.7.L3. Students can make meaning of/derive meaning from the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” through significant details by listening/watching it carefully. ENG.6.7.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.P1. Students can select and use the target phonological elements of the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others. ENG.6.7.R1. Students can get ready for the reading-comprehension process about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.R2. Students can bring information about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.7.R3. Students can make meaning of / derive meaning from the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” by reading it carefully. ENG.6.7.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature and global problems with activities in nature; environmental problems in the world and solutions” in relation to themselves or others, both individually and/or with others. ENG.6.7.V1. Students can select and use the target vocabulary of the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.7.G1. Students can select and use the target grammatical elements of the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.7.W1. Students can get ready for the writing-expression process about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.W2. Students can understand the model/example for the writing task about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.W3. Students can organise a content for the assigned writing task on the current content “life in nature and global problems with activities in nature; environmental problems in the world and solutions” based on the model/example provided. ENG.6.7.W4. Students can individually construct/form content for the assigned writing task on the current content “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature and global problems with activities in nature; environmental problems in the world and solutions” to communicate with other people. ENG.6.7.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature and global problems with activities in nature; environmental problems in the world and solutions” in relation to themselves or others, both individually and/or with others. ENG.6.7.S1. Students can get ready for speaking-expression process about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.S2. Students can use the model/example for producing verbal content about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”. ENG.6.7.S3. Students can organise a new verbal content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” by speaking accurately, efficiently, and authentically. ENG.6.7.S4. Students can construct a new verbal content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” by speaking accurately, efficiently, and authentically. ENG.6.7.S5. Students can reorganise (reconstruct) and use information about the “life in nature and global problems with activities in nature; environmental problems in the world and solutions” to communicate with other people. ENG.6.7.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature and global problems with activities in nature; environmental problems in the world and solutions” to communicate with other people in relation to themselves or others, both individually and/or with others.
Theme 8: Lıfe In The Unıverse And Future
- 33. hafta24–28 Mayıs 2027
- ENG.6.8.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” carefully. ENG.6.8.L2. Students can bring information about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” together through significant details and main components while listening/watching it. ENG.6.8.L3. Students can make meaning of/derive meaning from the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” through significant details by listening/watching it carefully. ENG.6.8.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.P1. Students can select and use the target phonological elements of the current content about “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.8.R1. Students can get ready for the reading-comprehension process about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.R2. Students can bring information about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.8.R3. Students can make meaning of / derive meaning from the current content about “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” by reading it carefully. ENG.6.8.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” in relation to themselves or others, both individually and/or with others. ENG.6.8.V1. Students can select and use the target vocabulary of the current content about “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.8.G1. Students can select and use the target grammatical elements of the current content about “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.8.W1. Students can get ready for the writing-expression process about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.W2. Students can understand the model/example for the writing task about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.W3. Students can organise a content for the assigned writing task on the current content “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” based on the model/example provided. ENG.6.8.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” to communicate with other people. ENG.6.8.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” in relation to themselves or others, both individually and/or with others. ENG.6.8.S1. Students can get ready for speaking-expression process about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.S2. Students can use the model/example for producing verbal content about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.S3. Students can organise a new verbal content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” by speaking accurately, efficiently, and authentically. ENG.6.8.S4. Students can construct a new verbal content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” by speaking accurately, efficiently, and authentically. ENG.6.8.S5. Students can reorganise (reconstruct) and use information about the “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” to communicate with other people. ENG.6.8.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 34. hafta31 Mayıs – 4 Haziran 2027
- ENG.6.8.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” carefully. ENG.6.8.L2. Students can bring information about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” together through significant details and main components while listening/watching it. ENG.6.8.L3. Students can make meaning of/derive meaning from the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” through significant details by listening/watching it carefully. ENG.6.8.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.P1. Students can select and use the target phonological elements of the current content about “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.8.R1. Students can get ready for the reading-comprehension process about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.R2. Students can bring information about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.8.R3. Students can make meaning of / derive meaning from the current content about “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” by reading it carefully. ENG.6.8.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” in relation to themselves or others, both individually and/or with others. ENG.6.8.V1. Students can select and use the target vocabulary of the current content about “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.8.G1. Students can select and use the target grammatical elements of the current content about “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.8.W1. Students can get ready for the writing-expression process about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.W2. Students can understand the model/example for the writing task about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.W3. Students can organise a content for the assigned writing task on the current content “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” based on the model/example provided. ENG.6.8.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” to communicate with other people. ENG.6.8.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” in relation to themselves or others, both individually and/or with others. ENG.6.8.S1. Students can get ready for speaking-expression process about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.S2. Students can use the model/example for producing verbal content about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.S3. Students can organise a new verbal content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” by speaking accurately, efficiently, and authentically. ENG.6.8.S4. Students can construct a new verbal content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” by speaking accurately, efficiently, and authentically. ENG.6.8.S5. Students can reorganise (reconstruct) and use information about the “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” to communicate with other people. ENG.6.8.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 35. hafta7–11 Haziran 2027
- ENG.6.8.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” carefully. ENG.6.8.L2. Students can bring information about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” together through significant details and main components while listening/watching it. ENG.6.8.L3. Students can make meaning of/derive meaning from the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” through significant details by listening/watching it carefully. ENG.6.8.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.P1. Students can select and use the target phonological elements of the current content about “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.8.R1. Students can get ready for the reading-comprehension process about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.R2. Students can bring information about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.8.R3. Students can make meaning of / derive meaning from the current content about “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” by reading it carefully. ENG.6.8.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” in relation to themselves or others, both individually and/or with others. ENG.6.8.V1. Students can select and use the target vocabulary of the current content about “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.8.G1. Students can select and use the target grammatical elements of the current content about “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.8.W1. Students can get ready for the writing-expression process about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.W2. Students can understand the model/example for the writing task about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.W3. Students can organise a content for the assigned writing task on the current content “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” based on the model/example provided. ENG.6.8.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” to communicate with other people. ENG.6.8.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” in relation to themselves or others, both individually and/or with others. ENG.6.8.S1. Students can get ready for speaking-expression process about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.S2. Students can use the model/example for producing verbal content about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.S3. Students can organise a new verbal content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” by speaking accurately, efficiently, and authentically. ENG.6.8.S4. Students can construct a new verbal content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” by speaking accurately, efficiently, and authentically. ENG.6.8.S5. Students can reorganise (reconstruct) and use information about the “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” to communicate with other people. ENG.6.8.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” to communicate with other people in relation to themselves or others, both individually and/or with others.
- 36. hafta14–18 Haziran 2027
- ENG.6.8.L1Students can get ready for the listening/watching-comprehension process for the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” carefully. ENG.6.8.L2. Students can bring information about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” together through significant details and main components while listening/watching it. ENG.6.8.L3. Students can make meaning of/derive meaning from the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” through significant details by listening/watching it carefully. ENG.6.8.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.P1. Students can select and use the target phonological elements of the current content about “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.8.R1. Students can get ready for the reading-comprehension process about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.R2. Students can bring information about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.8.R3. Students can make meaning of / derive meaning from the current content about “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” by reading it carefully. ENG.6.8.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” in relation to themselves or others, both individually and/or with others. ENG.6.8.V1. Students can select and use the target vocabulary of the current content about “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.8.G1. Students can select and use the target grammatical elements of the current content about “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.8.W1. Students can get ready for the writing-expression process about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.W2. Students can understand the model/example for the writing task about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.W3. Students can organise a content for the assigned writing task on the current content “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” based on the model/example provided. ENG.6.8.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” to communicate with other people. ENG.6.8.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” in relation to themselves or others, both individually and/or with others. ENG.6.8.S1. Students can get ready for speaking-expression process about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.S2. Students can use the model/example for producing verbal content about the current content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future”. ENG.6.8.S3. Students can organise a new verbal content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” by speaking accurately, efficiently, and authentically. ENG.6.8.S4. Students can construct a new verbal content on “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” by speaking accurately, efficiently, and authentically. ENG.6.8.S5. Students can reorganise (reconstruct) and use information about the “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” to communicate with other people. ENG.6.8.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with planets and the Earth as a planet; life on Earth in the future” to communicate with other people in relation to themselves or others, both individually and/or with others.
Socıal Actıvıtıes
- 37. hafta21–25 Haziran 2027
- SOCIAL ACTIVITIES
Dosya bilgileri
- Eğitim öğretim yılı
- 2026-2027
- Sınıf
- 6. Sınıf
- Ders
- İngilizce
- Program
- Türkiye Yüzyılı Maarif Modeli
- Dosya biçimi
- Excel ve Word (ücretsiz hesapla)
Sık sorulan sorular
6. Sınıf İngilizce yıllık planını nasıl indiririm?
Sayfadaki Word veya Excel düğmesine dokunun ve ücretsiz hesabınızla giriş yapın. Plan, seçtiğiniz biçimde bilgisayarınıza iner.
6. Sınıf İngilizce yıllık planında kaç hafta ve ünite var?
2026-2027 planında 25 ünite, 44 ders haftası ve 678 öğrenme çıktısı var. Üniteler: Orıentatıon, Revısıon, Theme 1: School Lıfe & Educatıon, Theme 1: School Lıfe & Educatıon, Theme 2: Classroom Lıfe & Learnıng, School-based Plannıng, FIRST MIDTERM BREAK (16-20 November), Theme 3: Personal Lıfe & Well- Beıng, Theme 4: Famıly Lıfe & Home, Semester Holıday (25 January - 5 February), Theme 5: Lıfe In The Neıghbourhood, Cıty & Socıal Lıfe, Second Mıdterm Break (8 - 12 March), Eıd Al-fıtr (9-11 March), Theme 6: Lıfe In The World & Culture, Theme 7: Lıfe In Nature & Global Problems, Eıd Al-adha (16-19 May), Theme 8: Lıfe In The Unıverse & Future, Socıal Actıvıtıes.
6. Sınıf İngilizce planı hangi programa göre hazırlandı?
Bu plan Türkiye Yüzyılı Maarif Modeli esas alınarak hazırlanan MEB yıllık planından derlenmiştir. Hafta tarihleri 2026-2027 eğitim öğretim yılına göredir.
Yıllık planı indirmek ücretli mi?
Hayır. Planı bu sayfada hesapsız inceleyebilir, ücretsiz hesapla Word veya Excel olarak indirebilirsiniz.