REGULAR UPPER SECONDARY-YEAR 9-LEVEL: B1.1 - THEME 1: SCHOOL LIFE

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

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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. Open-Mindedness, 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. SelfReflection 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, 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, V19. Patriotism, V20. Benevolence

LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy

ENG.9.1.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.

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.9.1.L2. Students can bring together the information in the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.

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.9.1.L3. Students can make sense of and derive meaning from the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.

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, age-appropriate and level-appropriate way. 

 ENG.9.1.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' 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.9.1.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 ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' 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)/ 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.9.1.R1. Students can prepare for reading the content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' 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 audiovisual clues in relation with it.

ENG.9.1.R2. Students can bring information together about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' 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.9.1.R3. Students can make sense of and derive meaning from the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.

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.9.1.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' 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.9.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' 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 a printed or digital dictionary.

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.9.1.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'', 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.9.1.W1. Students can prepare for writing efficiently and accurately based on the current content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.

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.9.1.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.

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.9.1.W3. Students can construct new written content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' 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.9.1.W4. Students can practise producing written content based on the current theme ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.

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.9.1.W5. Students can engage in the process of writing related to the content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.

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.9.1.W6. Students can reconstruct their writing about the current theme on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' 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.9.1.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' 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.9.1.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.

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.9.1.S2. Students can analyse and understand the model content related to ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' 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.9.1.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''.

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-written 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.9.1.S4. Students can construct meaningful spoken content about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' 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.9.1.S5. Students can reconstruct the information about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' 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.9.1.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' 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.

SCHOOL LIFE

Sub-themes: "Students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations"

Target Vocabulary in Use (with revisional vocabulary):

Countries:

Türkiye, the UK: United Kingdom (England, Scotland, Wales, Northern Ireland). the USA (the United States of America), Canada, Australia, New Zealand, South Africa, Italy, France, Germany, Spain, Russia, India, Japan, China, Mexico

Nationalities & Languages:

Turkish/Turkish, British/English, Scottish/English, Irish/English, American/English, Canadian/EnglishFrench Australian/English, New Zealander/English, South African/English, Italian/Italian, French/French, German/German, Spanish/Spanish, Russian/Russian, Indian/Hindi/Urdu/ English, Japanese/Japanese, Chinese/Chinese, Mexican/Spanish.

Target Vocabulary:

Countries: South Korea, Poland, Chile, Peru, Thailand, Norway, Hungary, Bulgaria, Azerbaijan, Uzbekistan, Turkmenistan, Turkish Republic of Northern Cyprus, Kazakhstan, Kyrgyzstan.

Nationalities/Languages:

South Korean/Korean, Polish/Polish, Chilean/Spanish, Peruvian/Spanish, Thai/Thai, Norwegian/Norwegian, Hungarian/Hungarian, Bulgarian/Bulgarian, Azerbaijani/ Azerbaijani, Uzbek/Uzbek, Turkmen/Turkmen, Turkish Cypriot/Turkish, Kazakh/Kazakh, Kyrgyz/Kyrgyz.

Tourist attractions and activities:

Nouns: Sightseeing, a tourist attraction, a trip, a journey, a location, a historical/ancient ruin, a historical site, a palace, a square, a tower, a castle, a monument, an art museum, baths, a boat ride, native language, fjords, UNESCO World Heritage Site, tourist spots.

Verbs: To head to, to join, to be famous for. 

Adjectives: fascinating, ancient, native.

Adverbs: Fluently 

*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 alFitr (Eid-al-Ramadan)", "Festival of Sacrifice (Eid-al-Adha)". *(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-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum.

Target Grammatical Structures in Use:

-“To be” (present) for the following: (Where are you from? I’m/am from Türkiye.) (What’s/is your nationality? I’m/am Turkish.)

-Modal “Can”: (What language (s) can you/we/they/she/he speak? I can speak Turkish. What is the capital of Türkiye? The capital of Türkiye is Ankara. Where can tourists visit in İstanbul? They can visit Sultanahmet Square/Galata Bridge/ Dolmabahçe Palace, etc. in İstanbul. What can tourists do in İstanbul? They can take a boat trip on the Bosphorus etc. in İstanbul. I can speak Japanese.) Functions of the

Target Grammatical Structures in Use:

-Use of “To be” in the Simple Present Tense (am, is, are): Introducing home countries, nationalities, languages, capitals, and historical places/ activities in capitals and/or home countries in English in the present time.

-Use of “Can”: Describing possibility and opportunity: Describing (language) ability.

Target Social Language Expressions in Use:

Hello!

Hi!

Hi there!

Let me introduce myself.

This is Yasemin from Türkiye. 

Wow! This palace/tower/etc. is excellent/great/perfect!

I like it here/there!

Let’s grab our trays!

Chat about..! 

Target Phonological Sounds in Use:

Long and short vowels:

 a: (/ae/; /aeı/; /ə/; /a:/; /eɪ/; /a:/; /a/; /ɔː/; /eə/)

Consonants:

b: (/b/); silent /b/

c (/si/; /k/)

d: /d/

*(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.)

Generalisations

The concept of ''students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' is present in all languages because it is one of the well-known facts that almost all people, with some exceptions, go to school and meet different people from different backgrounds there. There are some situations where some people live in other countries than their home countries for various reasons such as their jobs in different parts of the world and their children go to schools in those countries where they might meet other students from different backgrounds. In such situations, students exchange information about themselves and their lives as happens in this theme.

Key Concepts

School life, students of different backgrounds, countries, nationalities from different parts of the world, students who speak different languages, home countries, capitals, historical places, tourist attractions and tourist activities, national days, celebrations.

PERFORMANCE ASSIGNMENT: Students prepare a self-recording (visual, audio) at school/ at home, conduct an interview with classmates about their country, nationality, capital of their country, tourist attractions and activities in that capital or country, national days and celebrations and present it as a part of an International School. The assignment will be evaluated by using rubrics.

It is generally accepted that people who start to learn a new language bring with them their pre-existing knowledge and transfer it to their new language learning. For instance, this theme is based on the students’ knowledge of school life, where several students from different countries could meet for education. As students in year 9 (nine) of upper- secondary school, they are expected to know what a school life where they meet different students is, what a home country is, what a nationality is, what a capital is, and what a tourist attraction and activity in a city/capital/country is in their own languages. They are also aware that there are several countries in the world and that students from different home countries may attend schools in other countries because of their family situation such as their jobs and working places. Students can think about and express such situations in their own languages, but they may not know how to say them in a foreign language if they have not been covered at all or only partially covered in their existing curriculum. However, this existing knowledge in their own language would prepare them to identify the same concepts later and help them recognise, understand, and learn the new information about the new concept and theme more easily in their foreign language, English. In terms of preparation for the current new theme, it is assumed that the students have learnt some vocabulary items for countries such as ''Türkiye, England, Scotland, Ireland, the United States of America, Canada, Italy, France, Germany'', the nationalities ''Turkish, English, Scottish, Irish, Russian, American, Canadian, Italian, French'', and the languages ''Turkish, English, Scottish, Irish, Russian, American, Canadian, Italian, French''. It is also assumed that they have learnt how to ask what things are by using grammatical structures that practise ''to be'' in the present tense, such as ''What is it/this? What are they/these?''; how to ask and answer where things and people are by using grammatical structures such as ''Where’s/is she/he/it? Where are they/you/we?'' in English from the previous themes or years. Recalling and practising with action verbs such as to do, to make, to listen, etc. in English that they have learnt in the previous years would also be helpful as a basis for moving on and learning the current content on the concept of ''school life and students with different nationalities''. These vocabulary and grammatical structures can be used as a basis for learning the new language grammar in use in the current theme by making the new content easier to learn.

It is expected that students’ physical, cognitive, affective, social, and cultural factors are appropriate and suitable for learning about ''students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations''. Therefore, a dialogue game can be played to revise all these vocabulary and 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 and chunks 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 and a rating scale throughout these practices.)

Students are asked to recall the concept of ''students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' 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 learning/teaching 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. S/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 s/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 are used in an integrated way around a central topic and subtopics, 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 learning-teaching 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 vocabulary, grammar and phonological selection and use skills.

ENG.9.1.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 concept of “school life”, 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 “school life” to prepare themselves to work on guessing the topic of the current theme, “school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations” (V4.5, V5.1, V19.2, 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).

ENG.9.1.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 “school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations’’ to identify the topic of the content and to answer the question: “What is the whole content about?” (D3.6, V4.5, LS1, LS4, LS5, CS2.2). They are expected to 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). S/He reminds them not to ask the meanings of any new/target words they do not know at this stage of the lesson. S/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).

ENG.9.1.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 theme “school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations” 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, V4.5, 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. S/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 s/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 Language Curriculum”. After having watched the introductory digital story, the teacher places the headings on the smart board/whiteboard/ blackboard: students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations are on the target vocabulary list of the current theme as clues to the components of the current theme (D3.7, V4.5, LS5). S/He places a corresponding picture next to each component and writes the name of each heading. S/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 (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/ blackboard 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 Language Curriculum”. 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 double-spread picture 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).

ENG.9.1.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 that the current theme is about and that their guesses were probably 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, SELS2.1, 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).

ENG.9.1.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). S/he asks them to pay attention to the target pronunciation and/or other phonological aspects in the current content on “school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations”. 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 Language Curriculum” (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 selffeedback 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 Language Curriculum”. 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).

ENG.9.1.V1.

PREPARATION FOR WORKING 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/whiteboard/blackboard in relation to the main components of the theme: students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations (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 s/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, LS3, 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, D3.1, 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 about “students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations” 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. S/He writes the key (active) target words on one list and the non-key (passive) target words on the other list (that s/he has already decided on earlier when planning the lesson). S/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). 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 s/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 s/he asks them whether they understand the meaning of the part/paragraph (D3.8, SELS3.1). S/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 (D3.1, 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 Language Curriculum”. 

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 (D3.1, 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 “1.2. Principles for the Implementation of the English Language Curriculum”.

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 s/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. 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 are expected to choose the correct option when they hear the words for the theme “students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations” 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 Language Curriculum”. 

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 Language Curriculum”. 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 “1.2. Principles for the Implementation of the English Language Curriculum”.

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 “students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations” using the web 2.0 programme. S/He mixes these images/pictures for the target vocabulary items and puts them in a raffle programme by using a web 2.0 or a real box in the classroom. S/He asks the students to take turns to go to the white/blackboard 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/blackboard talks about the picture s/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/blackboard finishes, the teacher asks her/him to put the picture under the right category that s/ he has previously placed on the white/blackboard 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, 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 Language Curriculum”. 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).

ENG.9.1.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 s/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 s/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 (D3.1, 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. S/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 Language Curriculum”.

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 s/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 (D3.1, D3.2, D3.7, D3.10, CS2.13, CS2.20, CS3.3). S/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). S/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 (D1.2, D1.6, 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 Language Curriculum”.

ENG.9.1.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).

ENG.9.1.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: “students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations” (D3.6, V4.5, 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/watchingcomprehension” 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).

ENG.9.1.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 openended 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 students of different countries, nationalities, and languages; capitals and tourist attractions/activities in the capitals of their countries, national days and celebrations 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 “students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations” with CLIL (history, maths, science, etc.) and cultural issues to be able to enrich their perspectives on the current theme (D3.5, SELS3.2, V3.4, V4.5, V14.3, 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).

ENG.9.1.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).

ENG.9.1.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 “students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations” 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).

ENG.9.1.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 students of different countries, nationalities, and languages; capitals and tourist attractions/activities in the capitals of their countries, national days and celebrations in their later free writing tasks (D3.6, SELS1.2, V3.2, LS1).

ENG.9.1.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).

ENG.9.1.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 different students of different countries, nationalities, and languages; capitals and tourist attractions/ activities in the capitals of their countries, national days and celebrations 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, V4.5, V14.3, LS5, CS2.14, CS3.3). Storification and gamification techniques are actively and extensively used for further writing practice (D2.5, LS9).

ENG.9.1.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 (SELS1.2, V12.3, LS1, CS3.1).

ENG.9.1.W6.

RECONSTRUCTING/COMMUNICATING THROUGH WRITING: Students communicate their ideas, thoughts and feelings about students of different countries, nationalities, and languages; capitals and tourist attractions/activities in the capitals of their countries, national days and celebrations through their writing tasks (V4.5, V14.3, 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 Language Curriculum”.

ENG.9.1.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). 

ENG.9.1.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).

ENG.9.1.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 “students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations” 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 (V3.3, V4.5, 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).

ENG.9.1.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).

ENG.9.1.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).

ENG.9.1.S5.

RECONSTRUCTING/COMMUNICATING THROUGH SPEAKING: Collaborative and communicative activities are designed and used to revise and consolidate the whole theme on “school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations” (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 Language Curriculum”.

ENG.9.1.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 improve conversation skills on the theme ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' by using target vocabulary and grammatical structures while gathering and organising information from a reading passage.

Activity 1: Collaborative Information Exchange with Jigsaw Reading

The teacher divides a challenging reading passage into two parts and instructs students to work in pairs. One student takes the first part of the passage, while the other student takes the second part. Students are not allowed to see each other’s parts. The teacher prepares a blank table on the board with the following headings: name of the person, country name, nationality, capital, language, and tourist attraction. Students fill in the table by asking and answering questions with each other. Once the students complete the activity, the teacher displays the entire passage on the board and provides feedback with the class. Students reflect on their thoughts and feelings about the activity.

Objective: To improve critical thinking and use of language skills about ''school life with students of different countries, nationalities, and languages; capitals of their countries, and tourist attractions; activities in their capitals and countries; national days and celebrations'' by creating and answering questions about different countries, by using the target vocabulary and grammatical structures.

Activity 2: Cultural Quiz

Students are divided into small groups and tasked with creating questions related to countries, capitals, languages, nationalities, and tourist attractions. Each group prepares a set of questions, such as ''Which country’s capital is Tokyo?'' or ''What language(s) can Moroccan people speak in Morocco?''. Once the questions are ready, the groups take turns quizzing each other. The team that answers more questions correctly wins. This activity encourages students to apply their knowledge creatively and engage in active learning through competition. Students reflect on their thoughts and feelings about the activity.

Objective: To introduce and describe tourist attractions in a city by using target grammar.

Activity 1: Matching Countries and Languages

The teacher distributes cards to the students in two different categories. The first category contains countries, and the second category contains languages. Students match the languages with the correct countries. They show the matched cards to the class one by one, and the class gives them feedback. This activity allows low achievers to recognise target vocabulary in English and learn the languages of different countries. Students reflect on their thoughts and feelings about the activity. 

Activity 2: Tourist Guide Role Play

The teacher writes the names of capitals on small pieces of paper and folds them. S/he places these papers in a box. Each student takes a piece of paper from the box. Every student takes on the role of a tour guide and makes sentences like, ‘You can visit the Eiffel Tower in Paris’ by using ‘can’ to talk about the capital they have picked. The class provides feedback using emoji cards. Students reflect on their thoughts and feelings about the activity.