9. Sınıf İngilizce Yıllık Planı 2026-2027

Target Vocabulary in Use (with revisional vocabulary): / Vocabulary for school events and celebrations (sports, music, drama) / Vocabulary for developing the environment / Vocabulary for preferences for different learning activities / Vocabulary for preferences for different learning technologies / Vocabulary for personal preferences for films and visual arts / Vocabulary for relationships, problems and solutions in the family / Target Grammatical Structures in Use: / Use of the Simple Present Tense vs Present Progressive Tense: Distinguishing regular actions, habits, general truths, permanent situations, and actions happening at the moment of speaking, and temporary activities / Use of “must” (obligation): Expressing necessity or duty / Use of “can” for abilities: Expressing ability or skill to perform an action / Use of “can’t” for abilities: Expressing lack of ability or skill to perform an action / Use of “have to” for obligations in present: Indicating present external necessity, obligation or requirement / Use of “had to” for obligations in past: Indicating past external necessity or requirement, Vocabulary for mobile phones and their impact on health and social life / Use of the Simple Past Tense: Describing completed actions or events in the past / Use of question tags: Seeking confirmation or agreement about a past statement / Use of “used to”: Expressing habitual actions or states in the past / Use of the Past Simple of “can” or “can’t” for ability: Indicating abilities or lack of abilities in the past / Use of polite requests with “could” and “couldn’t”: Making polite requests in formal or informal contexts. / Use of the Past Progressive Tense: Describing ongoing actions or events in the past interrupted by another action

ENG.8.1.R3.Students can make sense of and derive meaning from the current content on “school lifeand education with school events and celebrations (sports, music, drama); developing theenvironment; national days and celebrations”. / ENG.8.1.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, basedon the current content about “school life and education with school events and celebrations(sports, music, drama); developing the environment; national days and celebrations” after recognising them in context and developing their conscious and inductive vocabulary learning skills. / ENG.8.1.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “school life and education with school eventsand celebrations (sports, music, drama); developing the environment; national days andcelebrations”, after recognising them in context and developing their conscious and inductivegrammaring skills through consciousness-raising and discovery. / ENG.8.1.W7.Students can reflect on their experiences, thoughts, ideas, and feelings related to thewriting process about the current content on “school life and education with school eventsand celebrations (sports, music, drama); developing the environment; national days andcelebrations” in relation to themselves or others, both individually and/or with others. / ENG.8.1.S3.Students can produce meaningful and accurate spoken content related to the current themeon “school life and education with school events and celebrations (sports, music, drama);developing the environment; national days and celebrations”. / ENG.8.2.R3.Students can make sense of and derive meaning from the current content on “classroomlife and learning with preferences for different learning activities; preferences for differentlearning technologies”. / ENG.8.2.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, based onthe current content about “classroom life and learning with preferences for different learningactivities; preferences for different learning technologies” after recognising them in contextand developing their conscious and inductive vocabulary learning skills. / ENG.8.2.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “classroom life and learning with preferencesfor different learning activities; preferences for different learning technologies”, afterrecognising them in context and developing their conscious and inductive grammaring skillsthrough consciousness-raising and discovery. / ENG.8.3.R3.Students can make sense of and derive meaning from the current content on “personallife and well-being with mobile phones and their impact on health and social life; personalpreferences for films and visual arts”. / ENG.8.3.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, basedon the current content about “personal life and well-being with mobile phones and their impacton health and social life; personal preferences for films and visual arts” after recognising themin context and developing their conscious and inductive vocabulary learning skills. / ENG.8.3.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “personal life and well-being with mobile phonesand their impact on health and social life; personal preferences for films and visual arts”, afterrecognising them in context and developing their conscious and inductive grammaring skillsthrough consciousness-raising and discovery. / ENG.8.4.R3.Students can make sense of and derive meaning from the current content on “family life andhome with relationships, problems and solutions in the family; different houses and livingstyles”. / ENG.8.4.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, based onthe current content about “family life and home with relationships, problems and solutions inthe family; different houses and living styles” after recognising them in context and developingtheir conscious and inductive vocabulary learning skills. / ENG.8.4.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “family life and home with relationships,problems and solutions in the family; different houses and living styles”, after recognisingthem in context and developing their conscious and inductive grammaring skills throughconsciousness-raising and discovery.

ENG.8.1.R3 / 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.8.1.V1 / a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. / b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. / c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. / d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. / e)Students separate target (key-active) words from the other (non-key-passive) words in the target content. / f)Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. / g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. / h)Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. / i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. / j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. / k) Students make use of the target words of the current theme in a range of semantically associated contextual activities and tasks accurately, naturally, authentically, and appropriately. / l) Students make use of the target words of the current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. / ENG.8.1.G1 / 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) tudents 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.8.1.W7 / 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.8.1.S3 / a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. / b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. / c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. / d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. / e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. / f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. / ENG.8.2.R3 / 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.8.2.V1 / a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. / b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. / c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. / d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. / e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. / f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. / g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. / h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. / i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. / j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. / k) Students make use of the target words of the current theme in a range of semantically associated contextual activities and tasks accurately, naturally, authentically, and appropriately. / l) Students make use of the target words of the current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. / ENG.8.2.G1 / 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.8.3.R3 / 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.8.3.V1. / a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. / b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. / c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. / d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. / e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. / f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. / g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. / h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. / i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. / j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. / k) Students make use of the target words of the current theme in a range of semantically associated contextual activities and tasks accurately, naturally, authentically, and appropriately. / l) Students make use of the target words of the current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. / ENG.8.3.G1 / 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.8.4.R3 / 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.8.4.V1 / a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. / b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. / c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. / d) Students listen/watch the content carefully and/or read it silently to identify and underline/circle target unknown words. / e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. / f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. / g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. / h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. / i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. / j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. / k) Students make use of the target words of the current theme in a range of semantically associated contextual activities and tasks accurately, naturally, authentically, and appropriately. / l) Students make use of the target words of the current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. / ENG.8.4.G1 / 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.

SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- / Reflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. FlexibilitySkill, 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

Target Vocabulary in Use (with revisional vocabulary): / Vocabulary for school events and celebrations (sports, music, drama) / Vocabulary for developing the environment / Vocabulary for preferences for different learning activities / Vocabulary for preferences for different learning technologies / Vocabulary for personal preferences for films and visual arts / Vocabulary for relationships, problems and solutions in the family / Target Grammatical Structures in Use: / Use of the Simple Present Tense vs Present Progressive Tense: Distinguishing regular actions, habits, general truths, permanent situations, and actions happening at the moment of speaking, and temporary activities / Use of “must” (obligation): Expressing necessity or duty / Use of “can” for abilities: Expressing ability or skill to perform an action / Use of “can’t” for abilities: Expressing lack of ability or skill to perform an action / Use of “have to” for obligations in present: Indicating present external necessity, obligation or requirement / Use of “had to” for obligations in past: Indicating past external necessity or requirement, Vocabulary for mobile phones and their impact on health and social life / Use of the Simple Past Tense: Describing completed actions or events in the past / Use of question tags: Seeking confirmation or agreement about a past statement / Use of “used to”: Expressing habitual actions or states in the past / Use of the Past Simple of “can” or “can’t” for ability: Indicating abilities or lack of abilities in the past / Use of polite requests with “could” and “couldn’t”: Making polite requests in formal or informal contexts. / Use of the Past Progressive Tense: Describing ongoing actions or events in the past interrupted by another action

ENG.8.1.R3.Students can make sense of and derive meaning from the current content on “school lifeand education with school events and celebrations (sports, music, drama); developing theenvironment; national days and celebrations”. / ENG.8.1.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, basedon the current content about “school life and education with school events and celebrations(sports, music, drama); developing the environment; national days and celebrations” after recognising them in context and developing their conscious and inductive vocabulary learning skills. / ENG.8.1.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “school life and education with school eventsand celebrations (sports, music, drama); developing the environment; national days andcelebrations”, after recognising them in context and developing their conscious and inductivegrammaring skills through consciousness-raising and discovery. / ENG.8.1.W7.Students can reflect on their experiences, thoughts, ideas, and feelings related to thewriting process about the current content on “school life and education with school eventsand celebrations (sports, music, drama); developing the environment; national days andcelebrations” in relation to themselves or others, both individually and/or with others. / ENG.8.1.S3.Students can produce meaningful and accurate spoken content related to the current themeon “school life and education with school events and celebrations (sports, music, drama);developing the environment; national days and celebrations”. / ENG.8.2.R3.Students can make sense of and derive meaning from the current content on “classroomlife and learning with preferences for different learning activities; preferences for differentlearning technologies”. / ENG.8.2.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, based onthe current content about “classroom life and learning with preferences for different learningactivities; preferences for different learning technologies” after recognising them in contextand developing their conscious and inductive vocabulary learning skills. / ENG.8.2.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “classroom life and learning with preferencesfor different learning activities; preferences for different learning technologies”, afterrecognising them in context and developing their conscious and inductive grammaring skillsthrough consciousness-raising and discovery. / ENG.8.3.R3.Students can make sense of and derive meaning from the current content on “personallife and well-being with mobile phones and their impact on health and social life; personalpreferences for films and visual arts”. / ENG.8.3.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, basedon the current content about “personal life and well-being with mobile phones and their impacton health and social life; personal preferences for films and visual arts” after recognising themin context and developing their conscious and inductive vocabulary learning skills. / ENG.8.3.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “personal life and well-being with mobile phonesand their impact on health and social life; personal preferences for films and visual arts”, afterrecognising them in context and developing their conscious and inductive grammaring skillsthrough consciousness-raising and discovery. / ENG.8.4.R3.Students can make sense of and derive meaning from the current content on “family life andhome with relationships, problems and solutions in the family; different houses and livingstyles”. / ENG.8.4.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, based onthe current content about “family life and home with relationships, problems and solutions inthe family; different houses and living styles” after recognising them in context and developingtheir conscious and inductive vocabulary learning skills. / ENG.8.4.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “family life and home with relationships,problems and solutions in the family; different houses and living styles”, after recognisingthem in context and developing their conscious and inductive grammaring skills throughconsciousness-raising and discovery.

ENG.8.1.R3 / 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.8.1.V1 / a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. / b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. / c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. / d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. / e)Students separate target (key-active) words from the other (non-key-passive) words in the target content. / f)Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. / g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. / h)Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. / i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. / j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. / k) Students make use of the target words of the current theme in a range of semantically associated contextual activities and tasks accurately, naturally, authentically, and appropriately. / l) Students make use of the target words of the current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. / ENG.8.1.G1 / 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) tudents 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.8.1.W7 / 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.8.1.S3 / a) Students recognise which form and type of spoken content is expected and assigned based on the model/example about the current theme for both prepared and/or unprepared speaking situations through careful examination. / b) Students conduct preliminary research on the expected and assigned content to be produced for prepared and/or unprepared speaking situations. / c) Students develop a draft outline in accordance with the assigned prepared and/or unprepared speaking situations as presented in the model/example, appropriate to the age and language level based on the current theme. / d) Students organise supplementary audio-visual materials in accordance with the assigned task as presented in the model/example for prepared and/or unprepared speaking situations and appropriate to their age and language level. / e) Students organise information related to the current content to be presented, appropriate to the model/example for prepared and/or unprepared speaking situations. / f) Students critically review their prepared presentation content for accuracy, coherence, and appropriateness to audience and context in prepared and/or unprepared speaking situations. / ENG.8.2.R3 / 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.8.2.V1 / a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. / b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. / c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. / d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. / e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. / f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. / g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. / h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. / i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. / j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. / k) Students make use of the target words of the current theme in a range of semantically associated contextual activities and tasks accurately, naturally, authentically, and appropriately. / l) Students make use of the target words of the current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. / ENG.8.2.G1 / 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.8.3.R3 / 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.8.3.V1. / a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. / b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. / c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. / d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. / e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. / f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. / g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. / h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. / i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. / j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. / k) Students make use of the target words of the current theme in a range of semantically associated contextual activities and tasks accurately, naturally, authentically, and appropriately. / l) Students make use of the target words of the current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. / ENG.8.3.G1 / 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.8.4.R3 / 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.8.4.V1 / a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. / b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. / c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. / d) Students listen/watch the content carefully and/or read it silently to identify and underline/circle target unknown words. / e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. / f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. / g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. / h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. / i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. / j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. / k) Students make use of the target words of the current theme in a range of semantically associated contextual activities and tasks accurately, naturally, authentically, and appropriately. / l) Students make use of the target words of the current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. / ENG.8.4.G1 / 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.

SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- / Reflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. FlexibilitySkill, 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

Target Vocabulary in Use (with revisional vocabulary): / Vocabulary for sports events in the city and rural area / Vocabulary for pros and cons of living in rural areas and in the cities / Vocabulary for different cooking styles and preferences in the world, Vocabulary for different food cultures in the world / Vocabulary for natural disasters and their damage on animals and nature / Vocabulary for self-driving cars, flying vehicles in the future / Target Grammatical Structures in Use: / Use of the Present Perfect Tense: Expressing actions or events that occurred at an unspecified time in the past and have relevance to the present / Use of question tags: Seeking confirmation or agreement about an action or statement related to the present perfect / Use of forming nouns from verbs using -ing: Creating gerund forms of verbs to describe activities or on going actions as nouns / Use of the Present Perfect Tense: Expressing actions or events that occurred at an unspecified time in the past and have relevance to the present. / Use of the Simple Past Tense: Describing completed actions or events that occurred at a specific time in the past / Use of Phrasal Verbs: Expressing actions or meanings using combinations of verbs and particles. / Use of conditional 1: Expressing possible future events or actions and their results based on specific conditions. / Use of wish clauses: Expressing regrets or desires for situations to be different in the past, present, or future. Vocabulary for transport in the future / Use of “Be Going to Future” Tense: Expressing planned or intended actions or events in the near future / Use of the Simple Future Tense (will): Describing spontaneous decisions, predictions, or promises about the future.

ENG.8.5.R3.Students can make sense of and derive meaning from the current content on “life in theneighbourhood and city including social life with sports events in the city and rural areas; prosand cons of living in rural areas and in the city”. / ENG.8.5.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “life in the neighbourhood and city includingsocial life with sports events in the city and rural areas; pros and cons of living in rural areasand in the city”, after recognising them in context and developing their conscious and inductivegrammaring skills through consciousness-raising and discovery. / ENG.8.6.R3.Students can make sense of and derive meaning from the current content on “life in the worldand culture with different cooking styles and preferences in the world; different food culturesin the world”. / ENG.8.6.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, basedon the current content about “life in the world and culture with different cooking styles andpreferences in the world; different food cultures in the world” after recognising them in contextand developing their conscious and inductive vocabulary learning skills. / ENG.8.6.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “life in the world and culture with differentcooking styles and preferences in the world; different food cultures in the world”, afterrecognising them in context and developing their conscious and inductive grammaring skillsthrough consciousness-raising and discovery. / ENG.8.7.R3.Students can make sense of and derive meaning from the current content on “life in natureand global problems with natural disasters and their damage on animals and nature; naturaldisasters and their damage on people’s lives”. / ENG.8.7.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, basedon the current content about “life in nature and global problems with natural disasters andtheir damage on animals and nature; natural disasters and their damage on people’s lives” afterrecognising them in context and developing their conscious and inductive vocabulary learningskills. / ENG.8.7.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “life in nature and global problems with naturaldisasters and their damage on animals and nature; natural disasters and their damage onpeople’s lives”, after recognising them in context and developing their conscious and inductivegrammaring skills through consciousness-raising and discovery. / ENG.8.7.W7.Students can reflect on their experiences, thoughts, ideas, and feelings related to the writingprocess about the current content on “life in nature and global problems with natural disastersand their damage on animals and nature; natural disasters and their damage on people’s lives”in relation to themselves or others, both individually and/or with others. / ENG.8.8.R3.Students can make sense of and derive meaning from the current content on “life in theuniverse and future with transport in the future; self-driving cars; flying vehicles in the future”. / ENG.8.8.V1.Students can select and use target vocabulary efficiently, effectively, and accurately, basedon the current content about “life in the universe and future with transport in the future; self-driving cars; flying vehicles in the future” after recognising them in context and developingtheir conscious and inductive vocabulary learning skills. / ENG.8.8.G1.Students can select and use target grammatical language items efficiently, effectively, andaccurately, based on the current content about “life in the universe and future with transportin the future; self-driving cars; flying vehicles in the future”, after recognising them in contextand developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

ENG.8.5.R3. / 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.8.5.G1. / 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.8.6.R3. / 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.8.6.V1. / a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. / b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. / c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. / d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. / e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. / f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. / g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. / h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. / i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. / j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. / k) Students make use of the target words of the current theme in a range of semantically associated contextual activities and tasks accurately, naturally, authentically, and appropriately. / l) Students make use of the target words of the current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. / ENG.8.6.G1. / 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.8.7.R3. / 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.8.7.V1. / a) Students make predictions about the main topic of the current content by identifying “general contextual clues” from the visual, audio, and written preparation materials provided during the “listening/watching for gist” and/or reading for “skimming” sessions. / b) Students check the accuracy of the predictions related to the “general contextual clue” by listening to, watching, and/or reading the audio, visual, and/or written content in context. / c) Students search the target audio/visual, and/or written content by scanning to find key components of the theme. / d) Students listen/watch the content carefully and/or read it silently to identify and underline/ circle target unknown words. / e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. / f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. / g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. / h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. / i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. / j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. / k) Students make use of the target words of the current theme in a range of semantically associated contextual activities and tasks accurately, naturally, authentically, and appropriately. / l) Students make use of the target words of the current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others. / ENG.8.7.G1. / 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.8.7.W7. / 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.8.8.R3. / 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.8.8.V1. / 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/watching the content carefully and/or read it silently to identify and underline/ circle target unknown words. / e) Students separate target (key-active) words from the other (non-key-passive) words in the target content. / f) Students examine relevant target words, phrases, and expressions in the current content to understand how and where they are used. / g) Students determine paragraph context clues to identify the topics of the parts/paragraphs containing unknown target words. / h) Students discuss the meaning of the target words by finding indirect sentence context clues in the assigned sentences of the parts/paragraphs of the content. / i) Students determine the correct meanings of the target words in the current content in pairs or groups by comparing the meanings/definitions proposed. / j) Students confirm the accuracy of the meanings/definitions of the target words in the current content by consulting with the teacher, the class and/or by using printed or digital dictionaries. / k) Students make use of the target words of the current theme in a range of semantically associated contextual activities and tasks accurately, naturally, authentically, and appropriately. / l) Students make use of the target words of the current theme accurately, naturally, appropriately and effectively through careful selection when communicating with others / ENG.8.8.G1. / 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 identifies and those exemplified by the teacher or materials though 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.

SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- / Reflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. FlexibilitySkill, 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