THEME 4: FAMILY LIFE & HOME

FLFS1. Listening/Watching-Comprehension

FLFS2. Reading-Comprehension

FLFS3. Speaking-Expression

FLFS4. Writing-Expression

FLSS1. Grammaring: Selection and Use

FLSS2. Vocabulary: Selection and Use

FLSS3. Pronunciation: Selection and Use

D1.1. Curiosity, D1.2. Independence, D1.3. Perseverance and Determination, D1.4. Self-Efficacy, D1.5. Self-Confidence, D1.6. Selectivity, D2.1. Empathy, D2.2. Responsibility, D2.3. Assertiveness, D2.4. Trust, D2.5. Playfulness, D3.1. Reasoning, D3.2. Focus, D3.3. Creativity, D3.4. Seeking the Truth, D3.5. OpenMindedness, D3.6. Analyticalness, D3.7. Being Systematic, D3.8. Questioning, D3.9. Doubting, D3.10. Critical Perspective

SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self-Reflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill

V1. Justice, V2. Family Integrity, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V16. Responsibility, V20. Benevolence

LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy

ENG.7.4.L1. Students can prepare and get ready for listening (to)/watching about the current content on  “family life and home with future houses; family members’ plans (for the future)”.

a) Students activate their pre-existing knowledge and experience about the current theme and  content to recall their background knowledge by investigating it carefully.

b) Students identify significant and necessary relationships and connections between their pre-existing knowledge, their past experience and the clues to the current content by responding  to meaningful questions about it (without speaking Turkish or using a translation).

c) Students make detailed predictions about the current content by using their pre-existing  knowledge and past experience of the content. d) Students make rational predictions about the current content by looking at the supplementary  visual elements provided.

ENG.7.4.L2. Students can bring together the information in the current content on “family life and home  with future houses; family members’ plans (for the future)”.

a) Students identify the main topic of the current content in general by listening (to)/watching it  as a whole in its context.

b) Students recognise the significant details and basic components of the current content within  the whole by listening (to) and watching the whole content carefully to notice them.

ENG.7.4.L3. Students can make sense of and derive meaning from the current content on “family life and  home with future houses; family members’ plans (for the future)”.

a) Students check their initial predictions about the current content by being aware of the  commonalities between their self-predictions and the clues provided as visuals surrounding  the content.

b) Students make significant and necessary classifications in the current content that affect the  meaning of the generally perceived content.

c) Students make significant and necessary comparisons in the generally perceived current  content to highlight differences between two or more different things by using visuals, ensuring  clarity and meaning.

d) Students recognise significant branching, linear or spiral relationships (if any) within the  generally perceived current content.

e) Students make essential inferences and deductions to understand the meaning of the generally  perceived current content better.

f) Students strongly recognise the holistic meaning formed by the components, comparisons,  classifications, and details related to the current content.

g) Students construct a detailed understanding of the meaning of the current content through  prior classifications, comparisons, and inferences/deductions.

h) Students position, internalise and personalise current content in an individualised, ageappropriate and level-appropriate way.

ENG.7.4.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related  to the listening (to)/watching process about the current content on “family life and home with  future houses; family members’ plans (for the future)” in relation to themselves or others, both  individually and/or with others.

a) Students individually convey their personal knowledge, experiences, thoughts, and feelings  that are critically reviewed in relation to the current listening (to)/watching contents and the  process.

b) Students share their personal verbal and written knowledge, experiences, thoughts, and  feelings that they critically review in relation to the current listening (to)/watching content and  process with others.

c) Students produce new audio/visual products individually by revising their personal work after  participating in reflective activities related to the listening (to)/watching process of the current  content.

ENG.7.4.P1. Students can select and use target phonological aspects such as pronunciation and intonation  of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally,  and accurately in the current content about “family life and home with future houses; family  members’ plans (for the future)” to develop holistic and conscious pronunciation skills after  recognising them in context.

a) Students recognise the target phonological aspects such as pronunciation and intonation  of target sounds, words, phrases and sentences in utterances within the current content by  listening (to)/ watching it, first as a whole and then with pauses.

b) Students repeat utterances, including target sentences, clauses, phrases, and words with  target theme-specific sounds by considering phonological aspects such as pronunciation and  intonation accurately and naturally in the content several times as a whole class and then in  groups and individually.

c) Students talk about the current content by taking part in small group conversations by paying  attention to select and use accurate phonological aspects such as pronunciation, intonation,  stress, and other features as they are understood.

d) Students reflect personally on their pronunciation and other target phonological aspects such  as intonation after recording and listening to group conversations about the target content.

e) Students evaluate feedback from others and their personal feedback and reflection by listening  to or watching the audio/visual content again to check for accuracy.

f) Students utilise the target phonological aspects such as pronunciation and intonation  of utterances including target sounds of the current content, appropriately, effectively,  accurately, naturally, automatically, and consciously when communicating with others in  different contexts.

ENG.7.4.R1. Students can prepare for reading the content on “family life and home with future houses;  family members’ plans (for the future)” efficiently and effectively.

a) Students recall and activate significant pre-existing knowledge and past experiences that can  be related to the current theme and content through careful exploration.

b) Students recognise significant relationships between pre-existing knowledge, past experiences  and clues to current content.

c) Students make strong preliminary predictions about the current content based on explored  and recognised relationships. d) Students make detailed predictions about the current content by exploring and examining the  audio-visual clues in relation to it.

ENG.7.4.R2. Students can bring information together about the current content on “family life and home  with future houses; family members’ plans (for the future)” through skimming, scanning, and  detailed reading. a) Students skim the current content by looking very quickly and carefully at the surrounding  visual materials to identify its general focus.

b) Students scan the current content by reading it silently and quickly to find key and major  components.

c) Students read the current content again silently and carefully to examine any significant  semantic and structural details.

d) Students examine the semantic details in the content carefully to check the accuracy of their  initial predictions.

ENG.7.4.R3. Students can make sense of and derive meaning from the current content on “family life and  home with future houses; family members’ plans (for the future)”.

a) Students classify significant and necessary elements of the current content in a meaningful  way.

b) Students compare significant and key elements of the current content with each other or with  similar ones in a meaningful way.

c) Students recognise significant and basic spiral, causal, and logical relationships in the current  content through careful examination and analysis.

d) Students make meaningful inferences from information in the current content by examining it  critically.

e) Students internalise their meaningful inferences from information in the current content in an  individualised way appropriate to their age and language level.

ENG.7.4.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related  to the reading process about the current content on “family life and home with future houses;  family members’ plans (for the future)” in relation to themselves or others, both individually  and/or with others.

a) Students convey individually their knowledge, experiences, thoughts, and feelings that they  review critically in relation to the current reading-comprehension content and process.

b) Students share their personal verbal and written knowledge, experiences, thoughts, and  feelings that they review critically in relation to the current reading-comprehension content  and process with others.

c) Students produce new verbal and written work after participating in reflective activities related  to the current reading-comprehension content and process.

ENG.7.4.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on  the current content about “family life and home with future houses; family members’ plans (for  the future)” after recognising them in context and developing their conscious and inductive  vocabulary learning skills.

a) Students make predictions about the main topic of the current content by identifying “general  contextual clues” from the visual, audio, and written preparation materials provided during the  “listening/watching for gist” and/or reading for “skimming” sessions.

b) Students check the accuracy of the predictions related to the “general contextual clue” by  listening to, watching, and/or reading the audio, visual, and/or written content in context.

c) Students search the target audio/visual, and/or written content by scanning to find key  components of the theme.

d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words.

e) Students separate target (key-active) words from the other (non-key-passive) words in the  target content.

f) Students examine relevant target words, phrases, and expressions in the current content to  understand how and where they are used.

g) Students determine paragraph context clues to identify the topics of the parts/paragraphs  containing unknown target words.

h) Students discuss the meaning of the target words by finding indirect sentence context clues in  the assigned sentences of the parts/paragraphs of the content.

i) Students determine the correct meanings of the target words in the current content in pairs or  groups by comparing the meanings/definitions proposed.

j) Students confirm the accuracy of the meanings/definitions of the target words in the current  content by consulting with the teacher, the class and/or by using printed or digital dictionaries.

k) Students make use of the target words of the current theme in a range of semantically associated  contextual activities and tasks accurately, naturally, authentically, and appropriately.

l) Students make use of the target words of the current theme accurately, naturally, appropriately  and effectively through careful selection when communicating with others.

ENG.7.4.G1. Students can select and use target grammatical language items efficiently, effectively, and  accurately, based on the current content about “family life and home with future houses;  family members’ plans (for the future)”, after recognising them in context and developing their  conscious and inductive grammaring skills through consciousness-raising and discovery.

a) Students listen to, watch, and/or read the audio, visual, and written current content presented  in context that introduces the general use of the target language structures in the current  theme.

b) Students examine example sentences provided by the teacher or instructional materials  including target grammatical items to see how the target grammatical structure(s) of the  target theme is/are used to construct a meaning or contribute to meaning.

c) Students analyse current audio, visual, and/or written content presented in context to identify  sentences similar to those provided as examples.

d) Students find the commonalities between the sentences identified and those exemplified by  the teacher or materials through careful comparison in pairs and/or groups.

e) Students discover the characteristics of the commonalities in the sentences in the current  content by discussing them in pairs or groups as an awareness/consciousness-raising activity.

f) Students formulate rule(s) about the same/target grammar structure(s) of the current theme  based on their observations and discussions in pairs or groups.

g) Students engage in contextual activities on the use of target grammatical structures  (grammaring) of the current theme to explain and justify the grammar rule(s) they have  discovered.

h) Students practise to consolidate their understanding of the target grammar that they  discovered by selecting accurate and meaningful items in meaningful and contextualised  activities.

i) Students produce accurate and unique verbal or written content by using target grammar  consciously and in a natural way, without thinking about the rules.

j) Students produce new spoken/written content by using the target grammatical structures  efficiently, authentically, automatically, and naturally in context when communicating with  others without thinking about rules.

ENG.7.4.W1. Students can prepare for writing efficiently and accurately based on the current content  about “family life and home with future houses; family members’ plans (for the future)”.

a) Students relate pre-existing knowledge and experiences from initial listening, watching, and  reading processes to current content by examining and activating them.

b) Students understand what the current writing task requires in terms of content and purpose in  relation to the current content accurately by applying pre-existing knowledge and experiences,  following guided instructions.

ENG.7.4.W2. Students can analyse and understand a provided model to guide them in producing similar  writing tasks related to the content on “family life and home with future houses; family  members’ plans (for the future)”.

a) Students grasp the significant and basic components of the content in the model/sample  provided for the assigned writing task, including word selection and use, grammar selection  and use, and other details such as type, style, and meaning as required.

ENG.7.4.W3. Students can construct new written content on “family life and home with future houses;  family members’ plans (for the future)” based on their understanding of the model(s) provided.

a) Students share their ideas and thoughts by brainstorming through collaborative discussion to  generate ideas for the new (prepared and/or unprepared) writing task related to the current  theme.

b) Students plan how the knowledge and ideas generated during the brainstorming session can  be applied to their new (prepared and/or unprepared) writing task related to the current theme.

c) Students conduct preliminary research relevant to the assigned (prepared and/or unprepared)  writing task on the current content, considering the type of writing, age appropriateness, and  language level.

d) Students produce a well-organised and detailed draft relevant to the (prepared and/or  unprepared) type of writing and appropriate for the age and language level.

e) Students organise and develop contextual materials relevant to the type of the assigned task  (prepared and/or unprepared) and appropriate to age and language level.

f) Students modify the content they produce for the assigned writing task in a coherent and  meaningful way, consistent with the assigned (prepared and/or unprepared) type of writing,  and appropriate to the age and language level.

ENG.7.4.W4. Students can practise producing written content based on the current theme “family life and  home with future houses; family members’ plans (for the future)”.

a) Students present relevant supportive materials appropriate to the assigned (prepared and/ or unprepared) writing task, considering the type of writing and appropriate to the age and  language level.

b) Students use appropriate discourse forms, styles, and strategies for the assigned (prepared  and/or unprepared) writing task, considering its writing type and appropriate to their age and  language level.

c) Students use target words and grammatical language structures accurately and appropriately  in their writing tasks, by selecting necessary and appropriate ones in line with the assigned  type of writing and appropriate to the age and language level.

d) Students express their messages about the current content clearly to the reader in the  assigned (prepared and/or unprepared) writing task.

ENG.7.4.W5. Students can engage in the process of writing related to the content on “family life and home  with future houses; family members’ plans (for the future)”.

a) Students review the feedback from the teacher and/or peers critically on their prepared and/ or unprepared writing task(s).

b) Students revise to reorganise the written content of their prepared and/or unprepared task  based on the feedback received from the teacher and/or peers.

c) Students refine and develop their written content produced for their prepared/unprepared  writing task through the iterative feedback process.

ENG.7.4.W6. Students can reconstruct their writing about the current theme on “family life and home with  future houses; family members’ plans (for the future)” to communicate effectively about it.

a) Students adapt and use individually internalised information in current or similar content by  selecting and reorganising it meaningfully in written form as necessary when communicating  with other people in different contexts.

b) Students exchange information and ideas in written communication by sharing reconstructed  meaningful knowledge and content with others.

ENG.7.4.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the  writing process about the current content on “family life and home with future houses; family  members’ plans (for the future)” in relation to themselves or others, both individually and/or  with others.

a) Students convey individually the knowledge, experiences, thoughts, and feelings they review  critically in relation to their current writing-expression content and process.

b) Students share their personal verbal and written knowledge, experiences, thoughts, and  feelings that they critically review in relation to the current writing-expression content and  process with others.

c) Students produce their new verbal and written work after participating in reflective activities  related to the current writing-expression content and process.

ENG.7.4.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the  current content on “family life and home with future houses; family members’ plans (for the  future)”.

a) Students relate current content by analysing pre-existing knowledge and experiences from  earlier listening, watching, and reading sessions to associate them with the current content.

ENG.7.4.S2. Students can analyse and understand the model content related to “family life and home with  future houses; family members’ plans (for the future)” to support the production of spoken  language.

a) Students grasp what the provided model/example is about with the help of audio, visual, and/ or written elements after listening, watching, and/or reading the current content.

ENG.7.4.S3. Students can produce meaningful and accurate spoken content related to the current theme  on “family life and home with future houses; family members’ plans (for the future)”.

a) Students recognise which form and type of spoken content is expected and assigned based on  the model/example about the current theme for both prepared and/or unprepared speaking  situations through careful examination.

b) Students conduct preliminary research on the expected and assigned content to be produced  for prepared and/or unprepared speaking situations.

c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared  speaking situations as presented in the model/example, appropriate to the age and language  level based on the current theme.

d) Students organise supplementary audio-visual materials in accordance with the assigned task  as presented in the model/example for prepared and/or unprepared speaking situations and  appropriate to their age and language level.

e) Students organise information related to the current content to be presented, appropriate to  the model/example for prepared and/or unprepared speaking situations.

f) Students critically review their prepared presentation content for accuracy, coherence, and  appropriateness to audience and context in prepared and/or unprepared speaking situations.

ENG.7.4.S4. Students can construct meaningful spoken content about “family life and home with future  houses; family members’ plans (for the future)” through efficient and meaningful practice.

a) Students make spoken content clear and understandable to listeners by selecting and using  style and form appropriate to age and language level in prepared and/or unprepared speaking  situations.

b) Students present their spoken content by selecting and using materials appropriate to the  context, age, language level, style, and type of discourse, similar to those presented in the  model/example for prepared and/or unprepared speaking situations.

c) Students present their spoken content by selecting and using target vocabulary and language  structures similar and/or appropriate to those presented in the model/example considering  their age, language level, context, style, and type of discourse for prepared and/or unprepared  speaking situations.

d) Students convey relevant explicit, implicit, and/or complex messages related to the current  content clearly in context to the listeners by using appropriate material and body language in  prepared and/or unprepared speaking situations.

e) Students convey their messages about the current content clearly to the listeners by  incorporating all the necessary semantic elements in prepared and/or unprepared speaking  situations.

ENG.7.4.S5. Students can reconstruct the information about “family life and home with future houses;  family members’ plans (for the future)” when communicating with others.

a) Students use the same or similar information presented in the current content in verbal or  written forms in different contexts by reorganising it meaningfully, accurately, effectively,  efficiently, functionally, and individually as required.

b) Students engage in verbal and/or written communication by sharing the reconstructed  meaningful information about the current content with others.

ENG.7.4.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the  speaking process about the current content on “family life and home with future houses;  family members’ plans (for the future)” in relation to themselves or others, both individually  and/or with others.

a) Students reveal their knowledge, experiences, thoughts, and feelings that they review critically  in relation to the current speaking-expression content and process.

b) Students share their personal knowledge, experiences, thoughts, and feelings that they  critically review in relation to the current speaking-expression content and process with others.

c) Students produce new verbal and written work after participating in reflective activities related  to the current speaking-expression content and process.

FAMILY LIFE & HOME

Sub-themes: “Future houses; family members’ plans (for the future)”
Target Vocabulary in Use (with revisional vocabulary):
Vocabulary for future houses:
Nouns: Recognition, timing, a variation, housing, appliances, priority, household, innovation, panels, usage, 
ventilation, insulation. Verbs: To adapt, to automate, to reckon, to impress, to install, to innovate, to generate, to 
house, to integrate, to renovate, to optimise, to ensure. Adjectives: Energy-efficient, shocking, sophisticated, 
valid, extraordinary, impressed, sustainable, renewable, solar. Adverbs: Shortly, somehow, sometime, steadily, 
widely, automatically. 
Vocabulary for family members’ plans for the future (holidays etc):
Nouns: Finance, an expectation, a budget, a resort, bookings, preparation, preference, a bed and breakfast, 
a travel agency, a voyage. Verbs: To accommodate, to relieve, to negotiate, to budget, to reserve, to finalise. 
Adjectives: Relieved, affordable, weekly, detailed, memorable, excursion, all-inclusive. Adverbs: Altogether, 
slightly, effectively.
Target Grammatical Structures in Use:
-Passive Voice of Modals in Present (can, could, might, may, must, should) for daily speech: (The appliances can 
be automated easily. The holiday bookings could be finalised by tomorrow).
- “Comparative and Superlative Adjectives: (Energy-efficient houses are more sustainable than traditional 
ones. This resort is the most affordable option for a family holiday).
- “Same as”, “the same”: (This housing innovation is the same as the one introduced last year. This furniture in 
our new house is the same in our previous house).
- “As... as”: (This holiday was just as memorable as our previous trip).
- “Like”, “Alike”, “Slightly”: (The future houses look like something from a sci-fi film. The two resorts we 
considered look alike in terms of their amenities. This solar-powered device is slightly more expensive than the 
older model).
Functions of the Grammatical Structures in Use:
-Use of Passive Voice of Modals in Present (can, could, might, may, must, should) for Daily Speech: Describing 
possibilities, expressing necessity or obligation, making suggestions or giving advice by indicating uncertainty 
or speculation.
-Use of “Comparative and Superlative” Adjectives: Expressing degrees of differences or comparisons between 
(and among) people, things, thoughts, and ideas.
-Use of “Same as” and “the Same”: Expressing similarity or equality between two or more people, things, 
thoughts, and ideas. 
-Use of “as... as”: Describing and emphasising the degree of similarity between two people, situations, and 
things.
-Use of like, alike, slightly: Expressing similarities and (small) differences between people, things, thoughts, 
and ideas.
*National and Religious Days, Festivals, and Celebrations: “29 October Republic Day”, “23 April National 
Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy 
and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-alAdha)”.
*(Relevant language content and (communicative) activities related to these national and religious days, 
festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections 
wherever and whenever possible.)
*Local Cultural, Social, and Moral Considerations of the Theme
In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, 
and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will be 
age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table 
for this section is provided in the introduction to the whole English Language Curriculum.
Target Social Language in Use:
What’s the plan for tea tonight? 
I’ll take the rubbish out later! 
I’ll take care of the washing up!
We’re starting a new chapter as a family by moving to another city!
Target Phonological Sounds in Use:
a, b, c, d, e
Vowels: a, e
Consonants: b, c, d
Vowels: a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/); e: (/e/; /i:/, /ə/, silent /e/)
Consonant: b: (/b/), silent /b/); c: (/si/, /k/, /tʃ/, /z/, silent /c/); d: (/d/), silent /d/)
*No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be 
practised through pronunciation activities in the theme.

Future houses, houses, family members, plans, future, plans for the future, family members’ plans, family  members’ plans for the future.

EVALUATION FOR THE SKILLS AND THE CONTENT:

PERFORMANCE ASSIGNMENT: Students will create a project to show their ideas about holidays trips, and  special family events. They can draw pictures and take photos to reveal where they want to travel and what  activities they would like to do with their family. In their project, they will write short descriptions about their  plans such as going to the beach, visiting a theme park, and/or hiking in the countryside. They can also use  captions and cut-outs from magazines to make their display more colourful and interesting. The assignment  will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

This theme is based on the students’ knowledge of “family life and home” and its components such as “future  houses; family members’ plans for the future”. As they are lower secondary school students in year 7 (seven),  they can know what “family life and home” and its components such as “future houses; family members’  plans for the future” mean in their own language as it is known that almost all people who start to learn a  new language bring their pre-existing knowledge (in their own language) with them and transfer it to their  new language learning context. However, they may not know how to say these things in a foreign language if  this has not yet been covered in their existing curriculum. Fortunately, this existing knowledge in their own  language can help them recognise, understand, and learn them more easily in a foreign language, in this  case English.

As they are students in year 7 of lower secondary school, they can know some basic vocabulary about “family  life and home” and also some necessary structures in English from the previous themes and/or years. These  grammar items and vocabulary are revised during the “Revision Programme” at the beginning of the year, and  they can be used as a basis for learning the new vocabulary and grammatical items in the current theme, so  that the new grammatical elements in the current theme can be learnt easily. 

It is expected that students’ physical, cognitive, affective, and social factors are appropriate and suitable  for learning about the “family life and home” and its components such as “future houses; family members’  plans for the future”. Recalling and practising with relevant vocabulary and grammatical items in English  that they have learnt in the previous years would be helpful as a basis for moving on and learning the current  content on the concept of “family life and home”. Therefore, a dialogue game can be played to revise all  vocabulary and language grammar items from the previous themes in previous years by giving instructions in  English as a preparation practice. In this way, their performance can be evaluated by seeing how much they  remember and how much they are able to understand and use the previously learnt vocabulary such as “A  family, family members, sibling, a family home etc.” and grammatical items such as “We have got a big family.  My grandparent live in the country” to build their competence in the current theme. It can be decided what  to emphasise or practise in order to revise the previous knowledge and to facilitate the new vocabulary and  grammatical items in the current theme. (Their performance can be evaluated by rubrics throughout these  practices.)

Students are asked to recall the concept of “family life and home” by remembering their pre-existing  background knowledge about it (imaginatively through thinking) in their own language to make links with  the current activities in the theme in English without saying anything in Turkish and without translating  anything until they start learning the target words in the current (new) concept in English. To remind them  of their pre-existing background knowledge they already have about the current concept, many materials  such as “a scene from a short film, a passage from a book, a part from a personal diary (journal), a part of a  story, a collection of pictures, a part of an animation, a poster, an excerpt from a video etc.” related to this  content can be shared with the class before the main teaching/learning flow begins. The materials about  the current concept would give a general idea of the theme. Students are work on the material according to  the instructions and try to grasp it. The teacher tries to check if they have an idea about the topic of the new  theme with several activities. When they have finished working on them, the teacher asks them in English  if they have understood what has been in the material. She/He asks them to write a related words that they  already know (learnt in previous years) in English on a piece of paper and put it in the jar/ box that she/he has  prepared. Alternative ways for checking their comprehension could be tried by the teacher.

They wait for it until they see the next visual, which is the main entry material of the theme, the digital  introductory story, to see if their thoughts/guesses are true or not without asking any further questions.

WARM-UP TO THE WHOLE THEME (WELL-BEING)

Before starting to work on the theme in the classroom, to prepare the students emotionally, cognitively,  psychologically, and physically, a fun non-theme warm-up activity can be done as an icebreaker to help  the students feel positive and ready for the whole learning process in class for their well-being (D1.5, V12.1, V13.4). This could be an activity such as a short game, a physical activity, listening to/singing a song/chant/ rhyme, doing a riddle, solving a puzzle, saying a tongue twister, listening to an anecdote, a very short story,  watching a pantomime/ online story, etc. that has no relation or connection to the current theme and does  not require any knowledge of the current theme in English (D2.5, D3.3, SELS2.1, V4.4, V7.2, V13.2, LS4).  That is only for relaxation and preparation for the lesson.

INTEGRATION OF LANGUAGE SKILLS IN THE THEME

All language skills (listening/watching-comprehension, reading-comprehension, speaking-expression,  writing-expression, vocabulary selection and use, grammar selection and use, pronunciation selection  and use) are used in an integrated way around a central topic and sub-themes, allowing students to build  background knowledge through receptive skills before moving on to productive tasks throughout the theme.  They are combined in a meaningful and purposeful way and are integrated to support the learning outcomes  of the theme. Although they are sequenced from receptive to productive in the teaching-learning practices,  they are always used in a closely linked way that means each activity builds on the previous one to promote  language development and to increase communicative competence. The theme is characterised by a  balanced integration of all the skills, where students engage with input (listening/watching-comprehension  and reading-comprehension) and respond through output (speaking-expression and writing-expression)  with the help of their grammar, vocabulary and phonological selection and use skills.

ENG7.4. L1.

PREPARATION FOR LISTENING/WATCHING: Students prepare to access the introduction to the whole  theme. The teacher asks the students to remember what they have done during the “establishing links”  session for recalling background knowledge about the related concept of “family life and home”, where they  watched a short film scene prepared for that section (which is not a part of the introductory digital story  of the theme) (D3.2, V3.4, LS1, LS2, LS4). They remember what they already know about “family life and  home” to prepare themselves to work on guessing the topic of the current theme, “family life and home with  future houses; family members’ plans for the future” (V2.4, V3.2, V12.3, LS1, LS5). They prepare to access  the main materials of the theme for having connections by making predictions based on the short film in the  “establishing links” session (D3.8, V3.3, LS1, LS4).

ENG7.4.L2.

BRINGING INFORMATION TOGETHER BY LISTENING/WATCHING: Students collect “general context clues” to  understand the whole content by looking at visual clues before listening (to)/watching. The teacher asks the  students to look at any visual material such as pictures, posters, and realia related to the current content  on “family life and home with future houses; family members’ plans for the future” to identify the topic of the  content and to answer the question “What is the whole content about?” (D3.6, V2.4, V3.2, V12.3, LS1, LS4, LS5, CS2.2). They can realise that there might be different elements related to this concept (D2.1, V4.5).  The teacher asks them to look at the visuals quickly to make predictions about the topic of the whole theme  by using the “listening (to)/watching for gist” strategy before listening/watching the main visual material of  the theme, which is the introductory digital story (D3.8, V4.5, LS1, LS4, LS5, CS2.11). The teacher asks the  students to read the title of the theme and asks them to brainstorm by thinking about which words they  already know and which words come to mind in connection with the title (D3.4, LS2, CS2.12, CS2.16.2). She/ He reminds them not to ask the meanings of any new/target words they do not know at this stage of the  lesson. She/He reminds them that this is just a guessing activity to guess the general topic/theme of the  context by using the words they already know and that there will be time to work on the new words of the  current content later (D1.4, V12.2). At this stage, some guessing games can be played to guess the main topic  of the current content/theme by using the clues from the additional visuals such as pictures, posters, etc.  related to the content, prepared and produced by the teacher, by using web 2.0 tools (D2.5, D3.3, SELS2.1, V3.4, LS2, LS4, CS2.12).

ENG7.4.L3.

MAKING MEANING THROUGH LISTENING/WATCHING: Students identify and recognise the topic of the  current theme by listening (to)/watching the introductory digital story that provides a context for the whole  theme. The teacher asks the students to listen (to)/watch the introductory digital story to recognise the  topic of the theme in general (This is a kind of preparation to work on the target key vocabulary in the later  stages of the lesson(s)) (D3.2, V3.4). The teacher asks the students to recall the work done with visuals (the  scene from a short film) in the “establishing links” session about the current context shown earlier during the  listening (to)/ watching session (D3.2, LS2). Students watch the digital introductory story and consolidate  the identification of the target “family life and home with future houses; family members’ plans for the future”  as a whole (CS2.13) without stopping the video at any point, so that the students can hear/ see the context  as a whole and understand the theme holistically (D3.1, V2.4, V3.2, V12.3, LS2, LS4, LS5).

MAKING MEANING THROUGH THE MAIN COMPONENTS OF THE THEME BY LISTENING/WATCHING: Students find and identify the main components of the current content by listening (to)/watching the context quickly  through scanning. The teacher organises a scanning activity to find out the components as the basic and  most important details of the current content through the introductory digital story to help students learn  and know more about the current theme. She/He asks the students to listen and watch the story again  without stopping, by scanning/looking for any relevant words or concepts that are heard in the story (D3.6, V3.4, LS2, LS4, LS7). The teacher hands out a sheet to the students on which there is a list of words/phrases,  etc. to tick, circle or underline. Students circle or tick the ones that they have heard through watching the  story very quickly without stopping. The teacher could apply different versions of scanning activities such  as finding important elements on a list and circle them, looking at a list and finding which elements do not  take place in the story, etc. whenever she/he likes (D3.2, D3.6, D3.7, LS1, CS2.4). In this way, they will be able  to understand the story in general through the main elements and components by eliminating the irrelevant  ones. Students share with the whole class the words and components they have found and ticked/circled/ underlined on the list given by the teacher to them (D2.3, SELS2.1, V4.4). Then they discuss the accuracy  of the findings as a whole class (SELS2.2, CS2.8). This is evaluated as described in items (1) and (2) in the  section 1.2. Principles for the Implementation of the English Curriculum Section. After having watched the  introductory digital story, the teacher places five headings on the smart board/whiteboard/blackboard which  are on the target vocabulary list of the related theme as clues to the components of the current theme (D3.7, V2.4, V3.2, V12.3, LS5). She/He places a corresponding picture next to each component and writes the  name of each heading. She/He guides students to understand the heading of each category with the help  of pictures. The teacher asks the students to work with the words they already know during this phase of  the lesson (SELS1.2). Students work on these categories with the help of the scenes from the introductory  digital story (and also the picture on the doublespread page of the potential/prospective coursebook) (D3.6, LS2, LS4). The teacher reads the headings aloud a few times by pointing to the corresponding pictures on  the board and the students repeat them. Then the students say the headings all together. For working on  the components of the theme further, the teacher asks volunteers to go to the board and choose the picture  (already provided by the teacher) to stick/pin/drag it on the white/black board or the smart board (if the  teacher asks) (D1.2, D1.6, D2.3, SELS1.2, V3.4, V20.4, LS2, LS4). Then, they say the headings (components)  together as a whole class. In this way, the main components of the theme are introduced to the students  in English (LS5). At this stage, the meanings of the target words are not studied, but the categorisation of  the basic components contributes to their recognition of the concept in general. The teacher could ask the  students to decide which words in the introductory digital story they do not know and to note them while  reading the text later in the reading session (D1.2, D1.6, D3.8, SELS1.1, V3.4). This could be evaluated as  described in items (1), (2), (3), (6) (7), (8), and (9) in the section 1.2. Principles for the Implementation of the  English Curriculum Section. All this work helps them understand the main categories through classifications  and also the inferences they make while listening to and watching the introductory digital story and/or  examining the picture related to the content. In this way, they recognise and comprehend the main concept  as a whole through categorisation, comparison, and inference (D3.6, D3.7, CS2.5, V3.3, LS2, LS4, LS7).

ENG7.4.L4.

REFLECTING ON THE LISTENING/WATCHING PROCESS: Students check the accuracy of their prior guesses,  reflect on their ideas and feelings about the listening/watching session, and give feedback to each other.  After the students listen (to)/watch the introductory digital story to find the main components of the theme,  the teacher asks them whether their guesses they made during the “establishing links” session, looking at  visuals session, and their first listening (to)/watching session have been correct (D3.8, V4.2, V4.3, LS2, LS4).  As they have already seen a scene from a short film created about the concept of the current theme, during  the “establishing links” session earlier, and looked at some supplementary visuals (pictures, the title of the  theme) and also they saw the picture related to the introductory digital story they can easily answer what the  current theme is “family life and home with future houses; family members’ plans for the future”and that their  guesses were correct (D3.4, V3.3, LS1, LS2, LS4, CS2.8). The teacher asks the students to reflect on their  thoughts, ideas and feelings in relation to the whole listening (to)/watching process and students talk about  them individually (SELS1.3) and share them with the whole class (D2.3, SELS.2.1, V4.2). After the reflection  and feedback session, they talk again about the components of the theme, by correcting their mistakes or  improving their ideas (SELS2.2, V4.2, V10.3).

ENG7.4.P1.

RECOGNITION OF TARGET PRONUNCIATION: Students recognise the pronunciation and other phonological  aspects of target utterances, including sentences, clauses, phrases, words, and sounds in the current  theme. The teacher asks the students to listen (to)/watch an extract from the introductory digital story as  the main context for noticing the target phonological elements (LS1, LS2, LS4). She/He asks them to pay  attention to the target pronunciation and/or other phonological aspects in the current content on “family life  and home with future houses; family members’ plans for the future”. The teacher asks them to notice how  the target phonological aspects are used in context. Starting with the extract from the digital story, students  go on with other contextual examples and activities to hear and understand the use of target elements in  context (D3.2, D3.6, V3.4).

SELECTION AND USE OF TARGET PRONUNCIATION (AND OTHER PHONOLOGICAL ASPECTS): Students select and use accurate, natural, and authentic target pronunciation and other phonological aspects of the  target utterances including sentences, clauses, phrases, words, and sounds in the current theme. After  recognition activities, students repeat the target utterances including sentences, clauses, phrases, words,  and sounds in the current theme aloud a few times as a whole class with accurate and natural pronunciation  and other phonological aspects after listening (to)/watching the recordings that the teacher has prepared  beforehand using some web 2.0 programmes or some other AI-based technologies (D3.2, V3.4, LS1, LS2). To  help the students pronounce the target utterances including sentences, clauses, phrases, words, and sounds  accurately, the teacher could offer variations with some techniques such as showing the target utterance to  the students and they say it or letting them listen to the recording, then turning off the recording randomly  and students say the utterances they hear from the recording (D3.2, D3.7, D2.3). Several fun pronunciation  games could be played, such as shadow reading, bingo, odd one out, pronunciation maze, minimal pairs,  rhyming games, and several sound exercises by getting help from AI technologies (D2.5, SELS2.1, V3.4,  V4.2, LS1, LS2, LS4). Along with the target utterances, the target sounds such as vowels, consonants, and  diphthongs of the theme are also practised in the same ways. This is evaluated as described in items (1) and  (2) as described in the section 1.2. Principles for the Implementation of the English Curriculum Section (D3.2, D3.6, D3.7).

FURTHER PRACTICE OF THE TARGET PRONUNCIATION: Students practise pronunciation with further  activities for practice, consolidation, feedback and reflection. The teacher could use tape recording and  feedback techniques. Students read aloud and record a text with the target utterances including sentences,  clauses, phrases, words, and sounds in the current theme provided by the teacher, at home (D1.2, D1.6, D2.3, SELS3.1, V4.1, V5.1, LS2, LS5). They bring their recording(s) to school. First, they listen to the correct pronunciation of the text, provided by the teacher, in class. Then they listen to the recordings of individual  students. During or after listening to the texts recorded by the students at home, the students give self-feedback or peer feedback on the pronunciation of the words in the recordings (D2.4, D3.6, SELS1.3, SELS2.2, V4.1, V12.1, V14.1, LS1, LS5). If available, a different version of the recording technique could be  applied in the class. The teacher asks the students to discuss, say/talk about something, which they already  know, related to the theme. Groups take turns to talk and the rest of the class listens (D2.3, D2.4, SELS2.2).  During this session, the teacher records their discussions. After each group’s performance, the class listens  to the recording for pronunciation and everyone gives feedback on it, including the individual students who  have spoken during the discussion (D1.2, D1.6, D2.4, SELS2.2, V4.2, V5.1, V9.2, LS1). The teacher can get  help from AI-based technologies for these activities if available. Students’ performances are evaluated as  explained in items (1) and (2) in the section 1.2. Principles for the Implementation of the English Curriculum  Section. The teacher asks the students to reflect on their thoughts, ideas and feelings in relation to the whole  pronunciation process and students talk about them individually (SELS1.3) and share them with the whole  class (D1.2, D1.6, D2.3, SELS2.1, SELS2.2, V4.2, V5.1, V9.2, LS2, CS2.15). After the reflection and feedback  session, they talk again about the components of the theme, by correcting their mistakes or improving their  ideas (SELS1.2, V3.3, V6.2, V10.3, LS1, LS2).

ENG7.4.V1.

PREPARATION FOR THE WORK ON THE TARGET VOCABULARY: To scan for finding the main components of  the theme the teacher asks the students to listen to and watch the introductory digital story to remember  the topic of content mentioned in the previous listening/watching sessions. The teacher also asks them to  check their predictions made in the first listening/watching session at the beginning of the lessons on the  current theme once more again (D3.8, D3.2, D3.6, V3.4, LS1, LS2, LS4, LS7). Then the teacher asks the  students to read the relevant parts of the written version of the introductory digital story provided by the  teacher by scanning (reading very quickly) to check the main components and categories with the help of  visual elements such as pictures, symbols, drawings, illustrations with the headings that the teacher has  previously written on the smart board/ white board/blackboard in relation to the main components of the  theme: future houses; family members’ plans for the future (D3.7, D3.2, D3.6, V3.4, LS1, LS2, LS4, LS5, CS2.4, CS2.8). Students read the written extract from the story very quickly to check the main components  corresponding to the headings that the teacher has written on the board and then they tick/circle/underline  them on the list (already provided by the teacher) at their seats (D3.2, D3.6, V3.4). The teacher could apply  different versions of scanning activities such as finding important components, categories, and elements on  a list and circle them, looking at a list and finding which elements do not take place in the story, etc. whenever  she/he likes (LS1, LS7, CS2.4, CS2.8). In this way, they can understand the story in general better with the  help of reading this time after the listening/watching sessions held earlier through the main elements and  components by eliminating the irrelevant ones (D3.2, D3.6, D3.7, V3.4, LS1, LS2, CS2.16.1). Students share  with the whole class the components they have found and ticked/circled/underlined on the list given by the  teacher to them (D2.3, SELS2.1). Then they discuss the accuracy of the findings as a whole class (D2.4, D3.6, D3.10, SELS2.2, V3.4, V4.2, V16.3, LS1, CS2.8).

RECOGNITION OF TARGET VOCABULARY (AS CONTENT KNOWLEDGE): To read for the details for finding  the new target vocabulary the teacher asks the students to read the written version of the introductory  digital story (or another written text for working on the target vocabulary) in pairs in a jigsaw reading activity  (D3.2, SELS2.2). One peer reads the first half of the story/text and the second peer reads the other half  silently in a given time (V3.4, V4.1, V9.2, LS1, CS2.6). The teacher asks them to look out for new words whose  meanings they do not know during this silent and detailed reading and asks them to look out for new (target)  words they have previously noted during the listening/watching sessions (D1.2, D1.6, D3.6, D3.8, V3.3, V16.1, LS7). They are then asked to share these words with their peers without discussing their meanings in the  text (D2.4, D3.2, SELS2.2, V4.2, V6.2). The teacher starts working on the new (target) words here. In this  way, they have a detailed reading, understand the story better, and find the new (target) words that they do  not know to work on.

RECOGNITION OF TARGET VOCABULARY: To separate key (active) and non-key (passive) target vocabulary  in context: To check whether the students know any of the target key vocabulary “family life and home with  future houses; family members’ plans for the future”, the teacher asks them to say the new words whose  meaning they do not know and which they have noticed and noted during their silent jigsaw reading session  and the students do that (D1.2, D1.6, D2.4, D3.2, D3.8, V3.3, V6.2, LS1, LS4). When they say the words, the  teacher writes them on the smart board/blackboard/whiteboard by putting them on two lists. She/He writes  the key (active) target words on one list and the non-key (passive) target words on the other list (that she/ he has already decided on earlier when planning the lesson). She/He quickly covers the non-key words with  examples, pictures, question-answers, however, spends more time on the key target words as described  below (D3.2, D3.6, V1.2, V3.4, LS2, LS4).

RECOGNITION OF TARGET VOCABULARY: To find “part/paragraph context clues” in the parts/paragraphs  of the story (context): The teacher asks the students to watch the introductory digital story again, paying  attention to which part of the story the unknown words that they do not know are in the utterances (D3.2, D3.6, SELS3.1, V3.4, LS1, LS4). She/He wants to introduce the meanings of the target key (active) vocabulary  related to the theme that the students do not know part by part. Then she/he asks them to read the first  part/paragraph in the written version of the story (or similar text) where the unknown words (active key  target vocabulary) appear (D3.2, D3.6, SELS3.1, V3.3, LS5, LS7, CS2.8). Then she/he asks them whether they  understand the meaning of the part/ paragraph (D3.8, SELS3.1). She/He asks them to discuss the meaning  of the part/paragraph in pairs in general without knowing the meaning of each new target word and asks  what helps them understand the meaning of the part/paragraph (D3.6, SELS2.2, V4.1, LS1, LS7). Students  discuss the meaning of the part/paragraph in pairs (D3.10, SELS2.2, V4.2, CS2.18) and report back to the  class. The teacher takes notes on the board and writes what the part/paragraph is about in one word/clause/ sentence in the story (V6.2, LS1, LS5, CS2.16.1). As each part/paragraph covers a different but related piece  of the whole topic, they realise that each part/paragraph contains new target words about a specific part of  the whole theme. This helps them think about what each new target word in each part/paragraph could be  about (D3.2, D3.6, SELS3.1, CS2.16.1). These activities are evaluated as described in items (3), (4), (5), (6), (7),  and (8) in the section 1.2. Principles for the Implementation of the English Curriculum Section.

RECOGNITION OF TARGET VOCABULARY: To find “sentence clues”/“the indirect context clues” for the target  key (active) words in the sentences in context: The teacher helps the students deal with each target key  word by looking around these words in the sentences for collecting clues which can help them understand  the meaning of these unknown target words. Starting from the first unknown target (key) word, students are  asked to look at the words around the target (key) words (D3.2, D3.6, D3.8, D3.9, D3.10, SELS3.1, LS1, CS2.1,  CS2.16.3). These clues could be linking words, adjectives, adverbs, determiners, suffixes, prefixes, time  expressions, etc. such as “but, and, fearless, quickly, too much, tomorrow, etc.” anything that can help them  understand the meaning of the unknown target word (but they do not talk about the terminology and parts of  speeches, instead they talk about the meanings and functions of these supportive surrounding words). The  teacher asks students to work in pairs to go through and list the “indirect clues” for each word (D3.5, D3.7, SELS2.2, V3.4, V4.2, CS2.7, CS2.17). When they finish working in pairs, the teacher goes through each word  with the whole class and listens to what clues they have found to understand the meaning of the unknown  target (key) word in the sentences (SELS3.1, V4.1, LS7). This is evaluated as described in items (3), (4), (6), (7),  (8), and (9) in the section “Indicators for learning”.

RECOGNITION AND SELECTION OF TARGET VOCABULARY: To practise with the target words: To practise  with the target vocabulary that the students work on through “sentence clues/indirect context clues”, the  teacher checks their understanding again by showing them some realia that she/he has already provided  (D3.2, D3.6, V3.3, LS5, CS2.5). The teacher shows them to the students and asks them to think about what  they are and share them with their peers and then they check the answers with the whole class (D2.3, D3.6, SELS2.1, V4.2, CS2.19). Then the teacher asks the students to watch the introductory digital story again and  shows the corresponding pictures to the students when the corresponding vocabulary is mentioned in the story, without stopping the video while they are watching the story (LS2, LS4). When they have watched the  whole story, the teacher shows the realia/visual elements, etc. about the content and asks in the form of two  options, one of which is a word from the previous themes that they already know (D3.6, LS5, CS2.7, CS3.1).  As they have studied the words through the “part/paragraph and sentences clues” in reading the text earlier,  the students can choose the correct option when they hear the words for the theme “family life and home  with future*houses; family members’ plans for the future” and they answer them after talking about them in  pairs (D3.6, SELS2.2, V4.1, V6.2, LS2, LS4, LS5, CS3.1). In this way they can further practise the meaning of  the target words. These activities are evaluated as described in items (3), (4), (6), (7), (8) and (9) in the section  1.2. Principles for the Implementation of the English Curriculum Section.

SELECTION AND USE OF TARGET VOCABULARY: Further vocabulary practice through dialogical work: The  teacher shows the story again, and from the beginning, whenever a target vocabulary item is mentioned in  the story, the teacher stops the video and asks questions (or lets the students ask and answer each other).  In this way, they are engaged in various dialogues and use the target words in these dialogues (D2.3, D3.8, SELS2.1, V4.1, V6.2, LS5, LS6, CS2.8). So, they revise and practise the meanings of the target (key) vocabulary  of the theme. This kind of technique could be applied with different and enjoyable activities according to the  preference of the teacher. These activities are conducted in the form of a dialogue where their learning  can be checked as described in items (2) and (6) in the section 1.2. Principles for the Implementation of the  English Curriculum Section. Further activities and games are played at this stage to reinforce the meaning  of the target words by using several materials including AI-based and web 2.0 materials (D2.5, SELS2.1, V3.4, V4.2, V4.4). They can be done with real pictures on the white/blackboard if there is a problem with  technology (LS4). These activities are evaluated as described in items (3), (4), (6), (7), (8) and (9) in the section  in the section 1.2. Principles for the Implementation of the English Curriculum Section.

SELECTION AND USE OF TARGET VOCABULARY: Consolidation of the target vocabulary: To further practise  the target vocabulary, the teacher can prepare an activity with images/pictures of target “future houses;  family members’ plans for the future” using the web 2.0 tools. She/He mixes these images/pictures for the  target vocabulary items and puts them in a raffle programme by using a web 2.0 tools or a real box in the  classroom. She/He asks the students to take turns to go to the white/black board and to draw a picture  related to the target components of the current theme (D2.3, SELS1.2). Then students say several things  about the items in the picture (D1.5, D2.3, V3.4, LS1, LS5, LS6, CS2.20). The teacher asks the students in  their seats to take notes while the student at the white/black board talks about the picture she/he has drawn  and to give feedback by raising yes/no cards, or correcting if there are mistakes, etc., and also repeat the  sentences after him/her (D3.9, D3.10, SELS2.2, V3.4, CS3.3). When the student at the white/black board  finishes, the teacher asks her/him to put the picture under the right category that she/he has previously  placed on the white/black board earlier. In this way, images/pictures that are relevant to the concepts of  the target theme will be revised and consolidated once again through categorisation (D3.6, D3.7, CS2.5).  The teacher asks the students to write a definition or an example sentence in their personal dictionaries  and then asks them to exchange their dictionaries with their peers and check each other’s spelling and  definitions (D1.2, D1.6, D3.1, SELS2.2, V3.4, V6.2, CS2.20). Students’ learning can be checked and evaluated  as described in items (3), (4), (6), (7), (8) and (9) in the section 1.2. Principles for the Implementation of the  English Curriculum Section. When the vocabulary session is over, the teacher asks the students to reflect on  their ideas, thoughts, and feelings about the process. Students reflect on their experiences individually and  share them with their classmates and the whole class (D1.2, D1.6, D2.1, SELS1.3, SELS2.1, SELS2.2, CS2.15).  They also give feedback to each other (D2.1, D2.4, V6.1, V9.2, V10.3).

ENG7.4.G1.

RECOGNITION OF TARGET GRAMMATICAL ITEMS (AS CONTENT KNOWLEDGE): Consciousness raising - discovery for the use of target language structures in inductive learning process: The teacher writes some  sentences on the smart board/blackboard/whiteboard and asks them to read the sentences. Then she/he  asks them to watch the introductory digital story again to draw their attention to the use of target grammatical  structures of the theme (D3.2, LS7). The introductory digital story is replayed so that the students can notice  the use of language with the target grammar structures (LS2). While watching the introductory digital story,  the teacher stops at the scenes where the language with the target grammatical structures is used. When  the students finish watching the introductory digital story again, the teacher asks the students to read and  examine the example sentences carefully (D3.2, D3.6, LS7, CS2.2, CS2.6, CS3.2). Then she/he asks the  students to work in pairs and find similar sentences with the target grammar structure(s) in the theme to  those written by her/him on the smart board/blackboard/whiteboard (SELS2.2, V3.4, CS2.7). The students  look at the written version of the story and find similar sentences to those given by the teacher as examples  (D3.2, D3.6, CS2.4, CS2.7). The teacher then asks the students to discuss and list the common features in  these sentences and what kind of things are used repeatedly and why they think they are used in that way  (D3.1, D3.6, D3.10, SELS3.1, V3.3, V4.2, CS2.4, CS3.3). Students examine the teacher’s example sentences,  find the similar sentences in the written version of the story and discuss them by making a list of similarities  and repeated commonalities (D3.6, SELS3.2, V3.3, V3.4, V4.2, LS7, CS2.4, CS2.7). The teacher asks the  pairs to say what they have found (D2.3, CS2.10). As the pairs say what they have found, the teacher writes  them on the board and gives the class time to look at them and think about them (D3.6, D3.10, SELS2.2, V3.3, CS2.10, CS2.16.1, CS3.3). Then the teacher hands out a piece of paper and asks the students to make a rule  about what they have noticed regarding the target structures. Students create a rule about the use of target  grammatical structures of the theme by working in pairs and they read it to the class and give each other  feedback on the rules (D3.1, SELS2.2, SELS3.3, V3.3, LS1, CS2.9, CS2.16.1). The teacher shows a sentence  that explains the rule correctly and asks the students to check if their rules are correct or the teacher gives  a table in which the rule for the language with the target grammatical structure is incomplete. She/He asks  the students to complete it by working in pairs (D3.1, SELS2.2, V4.2). Then they check the rule as the whole  class and reflect on their experiences on how and how much they have learnt (D2.4, SELS1.1, SELS1.3, V6.1, V10.3, LS1, CS2.15). This process is applied again for the other target grammatical structures in the theme if  there are any. These activities are evaluated as described in items (5), (8) and (9) in the section 1.2. Principles  for the Implementation of the English Curriculum Section.

SELECTION AND USE OF TARGET GRAMMATICAL ITEMS IN CONTEXT: Students practise the use of the  language including the target grammatical structures: The teacher asks the students to work on grammar  tasks she/he assigns (D2.2, D2.3, V3.3, V3.4, CS2.13). These tasks could be the ones that the teacher  provides. The teacher shows some other contents in the form of a dialogue, a short paragraph, a short story,  etc. with sentences including the target grammar structures and asks the students to find the sentences  with the target grammatical structures in them and asks if they understand them easily (D3.2, D3.7, D3.10, CS2.13, CS2.20, CS3.3). She/He facilitates some oral or written activities and exercises for the students  to further practise the target grammatical structures in context in pairs or groups (SELS2.2). She/He also  facilitates more fun activities and games in which students talk, act out, mime, write, etc. with pen and  paper, digital, AI-based, etc. materials and contexts so that they can practise and consolidate the target  grammatical structures by selecting and using them accurately, efficiently, and naturally in context (D2.5, D3.2, D3.3, SELS2.1, V4.2, V4.4, LS2, CS2.13). They engage in several dialogic activities in which they share  information, ideas and thoughts for communicating with their classmates. They exchange information and  ideas to others by using target grammatical content (D3.5, SELS2.2, V3.4). When the session is over, the  teacher asks the students to reflect on their ideas, thoughts, and feelings about the grammar discovery and  use process. Students reflect on their experiences individually and share them with their classmates and the  whole class (D1.2, D1.6, D2.3, SELS1.3, V6.1, LS6, CS2.15). They also give feedback to each other (D2.1, D2.4, V4.2, V10.3, SELS2.2). This is evaluated as described in items (5), (8) and (9) in the section 1.2. Principles for  the Implementation of the English Curriculum Section.

ENG7.4.R1.

PREPARING FOR READING: The teacher facilitates reading activities throughout the theme from the first  lesson to the end, when and where necessary with precise techniques and the necessary amount. Reading  starts from earlier stages and continues throughout the theme in various forms and amounts as it is explained  above (in the vocabulary section) in terms of how it is taught and when it needs to be clarified. Various  reading styles such as silent reading, jigsaw reading and speed reading are used during the pre-reading,  while-reading and post-reading phases. The ultimate aim of reading practice is to enhance comprehension,  improve fluency, develop critical thinking skills and the ability to comprehend and talk about the current  content and related issues in a meaningful way (V3.2, LS1, CS3.3). Students are provided a new text(s) to  practise their reading skills through the current theme. They look at the surrounding visual materials, the  title of the text and other supportive elements to guess the topic of the new reading content and they make  predictions to be checked after reading the text (D1.1, SELS3.1, V3.3, LS4, CS2.2, CS2.11, CS2.16.2).

ENG7.4.R2.

BRINGING INFORMATION TOGETHER THROUGH READING: Students read the new reading text carefully to  check their predictions made in the preparation session at the beginning of the lesson (SELS1.2, V3.4, LS1, CS2.8). Then they read the text very quickly (scanning) to check the main components and categories with  the help of visual elements such as pictures, symbols, drawings, illustrations that are provided by the teacher  (V3.3, LS4, LS7, CS2.4, CS2.6). They compare the components they have found in the text with those written  by the teacher on the smart board/whiteboard: “future houses; family members’ plans for the future” (D3.6, V2.4, V3.2, V12.3,LS2, LS5, CS2.7). Students read the text very quickly to check that the main components  correspond to the headings written by the teacher on the board and then they tick/ circle/underline them on  the list (already provided by the teacher) at their desks (V3.4, LS7, CS2.8). The teacher could use different  versions of the scanning activities as described in the “listening/watching-comprehension” section above. In  this way, they can understand the text in general better with the help of scanning (CS2.16.1). They share the  components with the whole class (SELS2.1) and then they discuss the accuracy of the results as a whole  class (D2.3, D3.6, SELS2.2, V4.2, LS1, CS2.8).

ENG7.4.R3.

MAKING MEANING THROUGH READING: Students read the new text silently in pairs in a jigsaw reading  activity as they have done in the vocabulary session earlier (D3.2, SELS2.2, V4.1). During the reading session,  they look out for new words whose meanings they do not know (if there are any, other than the target  words previously covered in the listening/watching-comprehension and vocabulary recognition sessions)  (CS2.6). They work on the new words in the same way as in the vocabulary sessions. Then they deal with  the semantic meaning conveyed in the text through display questions, then semi-closed activities and  then open-ended activities (V3.3, V6.2, LS1, CS2.4, CS2.6). They deal with the meaning by using strategies  from the closed to the open-ended range to understand the theme in terms of what future houses; family  members’ plans for the future mean from different perspectives to build their own understandings (D3.6, D3.8, SELS3.1, CS2.13). The teacher facilitates a number of activities to help the students improve their  comprehension, synthesis and evaluation skills after applying the knowledge they have gained from the  reading process (SELS3.2, SELS3.3, CS2.3, CS2.17, CS2.20). After this stage, they work on activities to  connect their knowledge and skills they have acquired about “future houses; family members’ plans for the  future” with CLIL (history, maths, science, etc.) and cultural issues to be able to enrich their perspectives on  the current theme (D3.5, SELS3.2, V2.4, V3.2, V12.3, LS1, LS5, LS6, CS2.13, CS2.14). In this way, they will  have the opportunity to develop their knowledge and language competence through reading. They can have  the opportunity to develop their cognitive, emotional, cultural, social, and creative skills through the process  of reading (SELS3.3, V7.2, CS2.20).

ENG7.4.R4.

REFLECTING ON THE READING PROCESS: Students reflect on their thoughts, ideas and feelings in relation  to the whole reading-comprehension process (SELS1.3). They talk about them individually and then share  them with the whole class (D1.2, D1.6, D2.3, SELS2.1, V4.2, CS2.15). After the reflection and feedback  session, they revise their work by correcting their mistakes and improving their ideas (SELS1.2, SELS2.2, V4.3, V12.1, LS1).

ENG7.4.W1.

PREPARATION FOR WRITING-EXPRESSION: Students are facilitated throughout the theme with writing  activities, from the first lesson to the last when and where necessary with precise techniques and the  necessary amount of writing. At the beginning of the writing process, students recall their pre-existing  knowledge about “family life and home with future houses; family members’ plans for the future” to make a  link between what they know and what they are going to write about (D3.2, SELS1.1, CS2.12). This includes  examining all the audio/visual sources and elements provided for understanding the writing task (V3.2, LS1, CS2.2).

ENG7.4.W2.

ANALYSING AND UNDERSTANDING THE MODEL: Students listen (to)/watch and/or read some models of  the writing task they have been given (CS2.2). These are limited and short pieces of writing to see how the  language, including the target vocabulary and grammatical structures, is used in the written language, after  hearing and seeing them through listening and reading activities in the theme. Initially, they practise the  language in a more controlled way, writing to repeat or simply explain what they have heard and seen and/ or  what they are asked to do about the target theme in context. At this stage, they try to understand how the  language is used in the target content by examining the model/example writing carefully (V3.4, LS2, LS5, CS2.4, CS2.19, CS3.2). They try to understand and plan how they can convey the knowledge they have gained  throughout the theme, the thoughts, ideas, and feelings they have developed in relation to future houses;  family members’ plans for the future, in their later free writing tasks (D3.6, SELS1.2, V3.2, LS1).

ENG7.4.W3.

CONSTRUCTION OF NEW WRITTEN CONTENT: After working on a sample/model writing task, students  begin to produce/construct similar tasks of their own (V16.1). They participate in several writing activities  individually, in pairs, in groups and as a whole class (D2.3, SELS2.2, V4.1). Their products could range from  writing a word to a phrase, a clause to a full sentence, a group of sentences to a short paragraph, an essay to  a short story. These writing activities will help students to produce and display meaningful written language  for personal expression by selecting and using target words, grammatical structures and social language  expressions in this theme as in others (SELS2.1, LS1,CS2.13).

ENG7.4.W4.

PRACTISING BY PRODUCING WRITTEN CONTENT: Students are encouraged to produce a variety of written  products such as sentences, acronyms, paragraphs, messages, posters, e-mails, quotes, poems, songs,  essays, diaries/journals, blogs, scripts for plays, documentaries, films, etc. to express their ideas, thoughts,  and feelings in relation to the current topic (D1.5, SELS3.2, V3.4, V7.2, V7.3, LS9, CS2.20). They take part in  individual or collaborative projects to improve their writing skills together with social, cultural, cognitive, and  affective aspects (D1.4, SELS2.2, V3.4, V4.1, V4.2). Within this variety, they can find the opportunities to  show how they can use the language that they have learnt to describe and comment on the current content  for developing new ideas about them in different genres of writing, according to their potential needs for expressing themselves and communication with others (SELS3.2, SELS3.3, V2.4, V3.2, V12.3, LS5, CS2.14,  CS3.3). Storification and gamification techniques are actively and extensively used for further writing  practice (D2.5, LS9).

ENG7.4.W5.

PROCESS WRITING: Controlled writing of words, sentences and paragraphs turns to process writing with  the support of the teacher’s and also peers’ feedback in the theme. This process is expanded and supported  with additional activities. New contexts in the form of written/photo-picture strip/pantomime/video stories,  dialogues, etc. for students to write responses, lines, parts, answers, scripts, etc. to practise further by  writing with the language including the target words and grammatical structures related to the theme in  fun, enjoyable, varied, and versatile activities (SELS2.2, SELS3.2, V3.4, V7.2, V7.3, LS9, CS2.13, CS2.14). All  the content is formed as contextual, practical, authentic, real, and appropriate to the students’ interests,  and language level. Students improve their writing after reviewing the feedback they receive and this spiral,  cyclical, and ongoing work becomes a progressive path for students (D3.1, SELS1.2, V12.3, LS1, CS3.1).

ENG7.4.W6.

RECONSTRUCTING/COMMUNICATING THROUGH WRITING: Students communicate their ideas, thoughts  and feelings about the current content through their writing tasks (V2.4, V3.2, V12.3, CS3.3). They can use  AI-based technologies for various activities, by having access to authentic materials. They can also produce  digital written materials and projects at school and at home in a variety of ways to interact and communicate  with peers and/or other people inside and outside school by using the language including target words,  language chunks, and the social language expressions for the relevant theme in their writing (D3.3, SELS2.3, V3.4, V4.2, V11.1, LS2, LS4, LS5, CS2.20). All writing activities can be evaluated as described in items (3), (4),  (5), (9), (10), (11) and (12) in the section 1.2. Principles for the Implementation of the English Curriculum Section.

ENG7.4.W7.

REFLECTING THROUGH WRITING: The teacher asks the students to reflect on their thoughts, ideas  and feelings in relation to the whole writing-expression process (SELS1.3) and students talk about them  individually and share them with the whole class (D1.2, D1.6, D2.3, SELS2.1, V4.2, CS2.15). After the reflection  and feedback session, they revise their work by correcting their mistakes and improving their ideas (SELS1.2, SELS2.2, V4.3, V12.1, LS1).

SPEAKING-EXPRESSION

Practising through speaking from controlled to communicative stages: The teacher facilitates speaking  activities throughout the theme from the first lesson to the last. Speaking activities support students’  learning and help them to produce meaningful language for personal expression and communication with  others, by using the language including the target words, grammatical structures and social language  expressions of the theme (V3.4, V4.5, LS1, LS5).

ENG7.4.S1.

PREPARATION FOR SPEAKING: In the beginning, students recall their background knowledge about the  theme through listening/watching and/or reading and then they talk about it (SELS1.1, CS2.12). Students  practise the target language items in a controlled way, by saying, repeating, explaining what they hear and  see in the context, for instance, in the introductory digital story and the listening and reading sections in  different contexts (SELS3.2). Then they can expand their language use and practice in each section by  increasing the amount of speaking they do (D1.3, V3.4, LS1, CS2.13).

ENG7.4.S2.

ANALYSING AND UNDERSTANDING THE MODEL: Students listen (to)/watch and/or read some models of  the speaking task they have been given (CS2.2). These are limited and short pieces of speaking to see how  the language, including the target vocabulary and grammatical structures, is used in the spoken language,  after hearing them through listening activities in the theme. Initially, they practise the language in a more  controlled way, repeating some utterances, simply explaining what they have heard and seen, and/or what  they are asked to do about the target theme “family life and home with future houses; family members’ plans  for the future” in context. At this stage, they try to understand how the language is used in the target content  by examining the speaking model/example carefully (V2.4, V3.2, V12.3, LS1, CS2.4, CS2.19, CS3.2). They try  to understand and plan how they can convey the knowledge they have gained throughout the theme, the  thoughts, ideas, and feelings they have developed in relation to the current theme in their later free speaking  tasks (D3.6, SELS1.2, V3.2, V3.4, LS5).

ENG7.4.S3.

PRODUCTION OF MEANINGFUL AND ACCURATE CONTENT: In the later stages of the lessons, the teacher  prepares new contexts for the students in the form of new written/photo-picture strip/pantomime/video  stories, dialogues, etc. as new opportunities to practise further by seeing/hearing/reading the language  including the target words and grammatical structures related to the theme in fun, enjoyable, varied, and  versatile activities (SELS3.2, V7.2, LS9). These newly created contents are contextual, practical, authentic,  real, and appropriate to the students’ age, interests, and language level. They participate in such speaking  activities individually, in pairs, in groups and as a whole class (D3.2, SELS2.2, V4.2, CS2.20).

ENG7.4.S4.

CONSTRUCTING MEANINGFUL SPOKEN CONTENT: Students produce various spoken content and their  products could range from producing a simple utterance including a word to a phrase, a clause to a full  sentence, a group of sentences to a short speech, a dialogue to a spoken presentation (SELS3.3, V3.4, CS2.20). These speaking activities will help students to produce accurate and meaningful spoken language  for personal expression by selecting and using target words, grammatical structures and social language  expressions in this theme as in others (D3.6, SELS2.1, CS2.13).

ENG7.4.S5.

RECONSTRUCTING/COMMUNICATING THROUGH SPEAKING: Collaborative and communicative activities  are designed and used to revise and consolidate the whole theme on “family life and home with future houses;  family members’ plans for the future” (V4.5, LS5, CS2.13, CS2.14). Storification, drama, and gamification  techniques are actively and extensively used for further speaking practice throughout the theme (SELS2.1, SELS2.2, V4.1, V4.2, LS4, LS9). Students are encouraged to produce several spoken products related to  the extended contexts such as dialogues, speeches, short texts, presentations, etc. to interact and to  communicate with peers and/or other people inside and/or outside the school by using the language including  the target words, language chunks, and social language expressions for the current theme (SELS2.3, V3.4, V7.1, V7.2, LS1, CS2.20). AI-based technologies can be used for various activities, giving students access  to authentic materials. They can also produce digital materials and projects for speaking at school and at  home through recordings (D3.3, SELS3.1, SELS3.2, V7.3, V11.1, LS2). All these speaking activities can be  evaluated as described in items (1), (2), (3), (4), (5), (7), (8), (9), (10), and (11) in the section 1.2. Principles for the  Implementation of the English Curriculum Section.

ENG7.4.S6.

REFLECTING THROUGH SPEAKING: Students are encouraged to reflect individually or collaboratively in  groups on their own individual learning (SELS1.3) or on their collaborative learning in pairs, groups or as a  whole class collaboratively (D2.3, SELS2.2, CS2.15). The activities will help and support students in these  feedback and reflection sessions. Their feedback is shared with peers and the teacher and takes the form  of interactive and ongoing feedback that can help their own improvement (SELS1.2, SELS2.1) and also they  contribute to the improvement of their peers in their learning processes (V4.1, V4.3, V12.1, V12.3, LS1).

Objective: To talk about future houses in English by using target vocabulary and target grammar.

Activity 1: The Future House Exhibition

The class is divided into small groups to design a future house by drawing and describing it with 5-10 sentences  and by using comparative and superlative adjectives, e.g. “This house is more energy-efficient than the  house we have now”. Each group presents their future house to the class. The class listens carefully and asks  questions using “the Passive Voice” about possible features, eg. “Could the house be built in space?” or “Should  we consider a solar-powered system for the house?”. The teacher collects all the drawings to exhibit on the  class noticeboard for each student to check during the break. The teacher provides constructive feedback  on students’ performances in terms of accurate and suitable use of target vocabulary and grammar and their  presentation. Students write down one thing they did well and one thing they want to improve for next time.  They also give a ‘stars’ rating (1-5) for their peer’s performance, followed by a short explanation: “I gave you 4  stars because your pronunciation is good, but you should give more details”. Students reflect on their thoughts  and feelings about the activity.

Objective: To talk about future houses and family members’ plans in English by using target vocabulary and  target grammar.

Activity 1: The Future House Exhibition

The class is divided into small groups to design a future house by drawing and describing it with 5-10 sentences  and by using “Comparative and superlative Adjectives”, e.g. “This house is more energy-efficient than the house  we have now”. The teacher provides a list of sentence starters for comparison, e.g. “This house is _______ than  that one” or “This house is slightly _______”. Each group presents their future house to the class. The class listens  carefully and chooses a question from the question list to ask using the passive voice about possible features,  e.g. “Could the house be built in space?” or “Should we consider a solar-powered system for the house?”. The  teacher collects all the drawings to exhibit on the class board for each student to check during the break. The  teacher provides constructive feedback on students’ performances in terms of accurate and suitable use of  target vocabulary and grammar and their presentation. Students complete the sentence beginnings to reflect  on one thing they did well and one thing they want to improve for next time. They also give a ‘stars’ rating (1-5) for  their peer’s performance and a short explanation by completing sentence beginnings, e.g. “I gave you ________  because your __________ is good.